Wflms Ee Student Booklet

Shanghai World Foreign Language Middle School
Student Booklet Extended Essay
First Examination 2013
Name Class
The International Baccalaureate Organisation
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CONTENT
1. 1.1 1.2 2. 2.1.1 2.1.2 2.1.3 2.2 2.3 3. 3.1 3.1.1 3.1.2 3.1.3 3.1.4 3.1.5 3.1.6 3.1.7 3.2 3.2.1 3.2.2 3.3 4. 4.1 4.2 4.2.1 5. 6. 7. Introduction The nature and purpose of the Extended Essay Marking of Extended Essay Getting started Choosing subject Exploring with interest and ability What do I do if I have no idea for a subject or topic for my EE? Student Contract Interim Meeting with Supervisor Useful guide to EE Research What is the point of my research? When do I do my research? How do I do my research? How should the assessment criteria influence my research? How do I get my research done on top of all my other work? How do I keep a record of the research I have done? How can my supervisor help me with the research? The workflow The Research Process The Mind mapping Things I must do and must not do Formal presentation of the EE Suggested features in the write-up Plagiarism Bibliography & Footnotes Assessment criteria Final version Agreement of Sharing EE 4 5
6 6 7 7 7
8 8 9 9 9 10 10 10 11 11 11 12
13 15 15 17 19 19 20 23 24 28 29 30 31 34 35 36 37 39
Appendix A : How do I choose a subject, then a topic and then a RQ? Appendix A1 : English A Guidance Appendix A2 : English B Guidance Appendix B : Choosing my EE subject Appendix C : Focus Identification Form Appendix D : Extended Essay Contract Appendix E : Useful Websites Appendix F : Research Summary Appendix G : Note Taking Tips Appendix H : The Research Process Appendix I : IB EE Essential Checklist Appendix J : IB EE Assessment Rubrics
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Appendix K : Viva Voce Appendix L : Usage of EE Consent Meeting Form 1 Meeting Form 2 Meeting Form 3 42 43 44 45 46
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1.1 The nature and purpose of the Extended Essay
The Extended Essay is an opportunity for you to conduct independent research in an area of personal interest, providing you with a chance to work in the same way as a university student. It demonstrates both knowledge and skills, involving: Self discipline & a systematic approach Skills of creative & critical thinking Research skills Communication & presentation skills It is a compulsory element in the IB diploma and failure to produce an EE or submitting a very weak one would mean the diploma is not awarded. However, a good EE can help to earn you an additional 3 points on top of the points you get from your exam results. You should also be aware that if you are asked to attend an interview for university, the EE is often a topic for discussion. Table 1 : Diploma Points Matrix (Adapted from IBO EE Guide)
Theory of Knowledge A
(Excellent)
B
(Good)
C
(Satisfactory)
D
(Mediocre)
E
(Elementary) 1 + Failing Condition Failing Condition Failing Condition Failing Condition Failing Condition
Not submitted
A (Excellent) Extended Essay B (Good) C (Satisfactory) D (Mediocre) E (Elementary)

Not submitted
3 3 2 2
1 + Failing Condition
3 2 1 1
Failing Condition
2 1 1 0
Failing Condition
2 1 0 0
Failing Condition
N N N N N N
A candidate who, for example, writes a good extended essay and whose performance in Theory of Knowledge is judged to be satisfactory will be awarded 1 point, while a candidate who writes a mediocre extended essay and whose performance in Theory of Knowledge is judged to be excellent will be awarded 2 points. A candidate who fails to submit an extended essay will be awarded N for the extended essay, will score no points, and will not be awarded a diploma. Performance in both the extended essay and Theory of Knowledge of an elementary standard is a failing condition for the award of the diploma.
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1.2 Marking of Extended Essay All EEs are sent for marking to IB examiners who are specialists in the subject. Your EE may be marked by an examiner who is anywhere in the world. The EE is not returned to you and, on submission becomes the intellectual property of the IBO i.e. you assign copyright to the IBO of anything that you submit unless you fill in a form requesting that you retain copyright. There are General Assessment Criteria and Subject Specific Criteria. You must ensure you understand these completely and write your EE to meet these criteria. The General Assessment Criteria and worth up to 24 points; the Subject Specific Criteria are worth up to 12 points. You can achieve a reasonable score by just following the simple rules. If you: o State your research question o Analyse your results o Discuss your results o Have a conclusion o Write a 300 word abstract o Keep to about 4000 words o And present it well o Cite all sources appropriately Then you achieve marks even before we look at the content and subjectspecific criteria. The general criteria get you the most marks. The maximum mark for an EE is 36. The marks are put into grades A-E.
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2 Getting started
Since the EE is not formally taught and this is a component where you are responsible for your own learning, it is easy to allow this to slip down your list of priorities. The school has established a series of interim deadlines to help you walking through the process. It is important that all deadlines have to be met. The consequence of missing deadlines would result in having lower overall IB grade when you apply for university. 2.1.1 Choosing subject The school offers the following subject areas for you to write your EE in : Biology Chemistry Chinese Literature Economics English Literature English Language History Mathematics Physics Visual Arts
Besides Chinese Literature, you have to write your essay in English language for all other subjects. It is advisable that you choose a subject that you are studying at Higher Level. This means that you are aware of the correct terminology and methodology and also makes it easier to arrange contact with your supervisor. If you would like to do your essay in a subject you are not studying at Higher Level please see the subject Head as soon as possible to check whether it can be arranged. 2.1.2 Exploring with interest and ability Each subject teacher or head teacher will be giving you a briefing on writing EE of that subject. You are advised to choose two subjects for a start as you may not be sure which one would be the best subject that you have the most ideas to lead you to the completion of writing the EE. (See Appendix A for some guidance in choosing subject, topic and research question.) You are required to approach the two subject teachers or subject heads which you have the intention to write EE in with the form Choosing my EE subject. (See Appendix B) The respective subject teacher or head teacher will be giving you an investigative task to explore. (See Appendix C for Focus form) You may have a brief discussion with these teachers. The deadline to complete your draft on the investigative task is 15 April. Please submit the draft to the respective subject head. You will be informed on the subject that you are approved to work on. You MUST do your best on the first draft of ideas in order to get your preferred subject. No student will choose his or her own supervisor. The subject head will fairly allocate the teacher to be your supervisor. Page 6 of 46

2.1.3 What do I do if I have no idea for a subject or topic for my EE? Talk to your IB or EE Coordinator now. Ask any of your teachers if you could have 5 minutes to speak to them about possible research questions. They may not end up being your supervisor, but they may be able to help you at this point. Read through this booklet Read through some past EE If you are lost for ideas, do not get wrapped up trying to work out what would be the absolute best topic for you. Choose instead a topic which is good enough. 2.2 Student Contract After you have been noticed of the approved subject that you will be writing EE in, please fill in the EE contract form (See Appendix D) and submit to class teacher by 27 March 2014. 2.3 Interim Meeting with Supervisor The schedule below shows the important period that you should abide by. You are more than welcome to have mini inquiry time with your supervisor whenever you encounter problem in your EE. Date Action 15 Jan Students start thinking on possible topics & approach subject 20 Feb teachers to discuss ideas. Submit form Appendix B. 25 Mar Students hand in formal proposal to relevant subject head. 27 Mar Supervisor assigned and students hand in EE contract. 7 11 First meeting with supervisor to discuss progress (research materials, Apr approaches to data collection, sharing of ideas from materials, etc.) Fill in the meeting form 1. 28 30 Second meeting with supervisor to discuss progress (discuss data Apr collected, show a rough draft of ideas on the content of EE, etc) Fill in the meeting form 2. 24 26 Student should already start on drafting the essay. Jun Third meeting with supervisor to discuss progress (analysis of data, (EE outline of essay) DAYS) Fill in the meeting form 3. July Student submits the first part of writing (Research Question, Introduction, 1st part of the body of main content) through email and supervisor offers advice. Aug Student submits the second part of writing (2nd part of the body of main content, conclusion) through email and supervisor offers advice. 26 A complete draft to be handed in to supervisor with abstract. Sept Supervisor offers final comment on the complete write-up. 16 20 Supervisor makes a final check on formal presentation etc. together with student. Supervisor may carry out viva voce with you. Sept End Sept Submit the final official copy of EE to subject head.
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Do not expect your supervisor to tell you what to do! Their role is to support you as you conduct your research, not to teach you. If you have not prepared for the meeting by reading and coming with ideas and notes, they will not be able to help you and you will need to reschedule your meeting for a later date. This will obviously put far more pressure on you when you face the next interim deadline. 3 Useful guide to EE These are some guidelines which you may find them helpful to work on your EE. Your supervisor or the subject head will also give you other specific information related to the subject. 3.1 Research 3.1.1 What is the point of my research? You will need primary and secondary research. Think of your research as like an iceberg. In icebergs, about 80% is not seen as it lies below the water-line. However that huge mass below is what allows a great deal to be sticking up above the water. In the same way your essay will need to float on a mass of research which is not explicitly visible in the essay.
The point of your research will depend on the subject and topic you have chosen.
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Mathematics and experiment-based Science topics may need less secondary research than Group 3 topics. Your research should seek to provide you with a depth and range of knowledge so that you: o understand the background and academic context of your topic o assemble an appropriate variety of viewpoints and evidence o know your topic back to front o keep a paper and e-trail, including page numbers and urls o develop your interest in your topic and question 3.1.2 When do I do my research? Once your research question has been agreed, then start researching. The IBO expect your EE to be the result of at least 40 hours of work on your part. This includes time for the writing and re-writing. If you are doing an experimentally based Group 4 EE, then you need to start speaking to the Technicians and your Supervisor as soon as possible (i.e.22 Apr), about when you can do the lab work. You must have completed all your research and/or data gathering before the Extended Essay Days (i.e. 24-26 June). Bear in mind you have Exams in June. 3.1.3 How do I do my research? There are several search engine designed specifically for research papers that you might need to consult (JSTOR, SSRN and Proquest to name a few). As good as Wikipedia, Bized, Dictionary.com are, they will not make you stand out amongst the crowd and, more importantly, they will not help you score highly as they do not lead to sufficiently personal judgements. Similarly Google is too blunt a tool for research at this level; use academic research engines. NB Internet sites should be used with caution and should not constitute your main resources (See Appendix E) 3.1.4 How should the assessment criteria influence my research? Of the 11 assessment criteria, there are a number which you should keep in mind as you research: Investigation (criterion C) you have gathered an imaginative range of appropriate sources or data and carefully selected what appears in the essay; your investigation should be well planned. Knowledge and understanding of the topic studied (criterion D) you demonstrate a very good knowledge and understanding of the topic studied; where appropriate, you have precisely located the investigation in its academic context. Reasoned argument (criterion E) you present ideas clearly and in a logical and coherent manner; you develop a reasoned and convincing argument in relation to the research question. Holistic judgment (criterion K) your essay shows intellectual initiative, depth of understanding and insight.
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3.1.5 How do I get my research done on top of all my other work? If you do not spend an average of 2 hours a week, you will make it more difficult for yourself, not easier, because if there is a week where you are unable to spend 2 hours, then the next week you will have to increase the amount of time you spend on it. As you will need to keep up to date with your other academic responsibilities, it is wiser to do regular small amounts, rather than irregular large amounts.
The secret to juggling your work? Lists Do something for each subject every other day Lists Conscious effort Lists
3.1.6 How do I keep a record of the research I have done? (See Appendix F and G for note taking tips and research summary table) From the start keep a record of the books, magazines and journals you have consulted, including the page numbers. You can either keep a separate list or keep a record at the top of each page of notes you write of the book, author, publisher, place and date of publication, page number. Keep track of the web pages though your favourites or through online research tools (e.g. zotero, co-traker, surfulater etc.). Ask your supervisors advice for techniques and strategies which may work best in your particular discipline. 3.1.7 How can my supervisor help me with the research? It is important to maintain a good working relationship with your supervisor and follow their advice. While your supervisor has taken on the role of supervisor as a voluntary, additional responsibility, he or she can: o provide you with advice and guidance in the skills of undertaking research. o encourage and support you during the research of the EE. o discuss your choice of topic and, in particular, help you formulate a wellfocused research question. o ensure that the chosen research question meets the requirements of the IBO and satisfies appropriate legal and ethical standards . o monitor the progress of your essay to offer you guidance and to ensure that the essay is your own work
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3.2 The workflow 3.2.1 The Research Process Be prepared to go wrong in the process of working on your EE. You may want to use the workflow as shown in Appendix H to guide you through in your investigation. 3.2.2 The Mind mapping One way to orgainse your thoughts and information.
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3.3 Things I must do and must not do Things I must do read the relevant sections of the extended essay guide and follow the advice read the criteria read previous essays I have written to identify strengths and possible pitfalls talk to my supervisor start early choose a topic I will be enthusiastic and interested in for the course of the project let my interest and enthusiasm show spend time working out the research question (dry run imagine finished essay) construct an argument that related to the research question work out a structure for your essay if I get stuck, choose a question I can answer stick to deadlines plan my research record my sources as I go along write the abstract only after Ive finished the essay use the libraries and librarians use the appropriate language for my subject proofread the final version maintain a good working relationship with my supervisor and things I must not do have a broad / vague / too narrow / too difficult / inappropriate research question write in a subject I am not studying plagiarise ignore the criteria collect and present material which is irrelevant to the question repeat the introduction in conclusion cite sources which I do not use merely describe or report use if use internet uncritically forget to analyse the question
(Adapted from IBO Resource)
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Formal presentation of the EE
4.1 Suggested features in the write-up Title Page this should include your title, the subject area in which the essay is being submitted, your name, candidate number, and total word count of your essay. The Abstract is a summary of your essay that goes immediately after your title page and before your contents page. The idea is that someone who wants to check if this is relevant or who doesnt have time to read it all, can see the outline of your enquiry. It must contain a statement of your title / question, an explanation of the scope of your investigation and a summary of your conclusion, e.g. this abstract was submitted as part of an essay in 2003:
This investigation attempts to answer the question What were the causes of the Arab-Israeli War of 1948-1949 and could the war have been prevented? In the research process, background research was first obtained which led to a working thesis which limited the scope of the investigation to the Arabs, Jews, British and the UN. Many sources were then explored for further information, including books, periodicals and newspapers. However, it was much easier to find Jewish authors than Arab authors. The first chapter introduces the conflict between the Arabs and the state of Israel. In the main body of the paper, the causes of the war are split up into four different areas: Arab resentment of the Jews, British politics in the Middle East, UN plans for Palestine, and Jewish actions in Palestine. The importance of causes of the war within each of these four areas is examined. In the final chapter, the most important causes are examined in terms of their relative importance, and the question of whether or not the war could have been prevented is addressed. The conclusion is that the war could have been more easily prevented during World War 1 than in the late 1940s, and that British politics were the most important cause of the war.
NB The abstract is not an introduction or an outline of your overall ideas. For the IB EE, the Abstract must not exceed 300 words. Your supervisor will show some samples of abstract that pertaining to the subject EE. Research Question this is usually the same as the title; and a sharply focused question is best. It can be a hypothesis to test but a broad topic is not usually successful. Contents Page this must be provided and should include any chapter headings you have used; all pages must be numbered. Introduction. Your essay should explain why this topic is worthy of study / why it is a valid enquiry. It may also be necessary to provide background
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information and place the enquiry in context but this needs to be brief. It must include the precise stating of the Research Question and it should also include an outline of your key thesis and the argument you will present. If you have narrowed the topic to make it manageable within the word limit, this should also be explained. The Body of the essay is where you develop your explanation and argument. You may want to subdivide the essay into headings or chapters to make it clearer but remember you are constructing an argument not describing a situation. Each paragraph should contain a comment that contributes to your argument, the evidence that backs up your comment and some explanation of the evidence (Point, Evidence, Explanation). You also need to evaluate your evidence. There may be 2 contrasting views to describe them both does not gain you marks, you need to explain which view you find most convincing and why. The conclusion sums up your argument and explains how it relates to your question. There should not be anything that is not substantiated by the evidence you have already presented and you should not include any new points, although you may want to put your topic into a wider context to show its importance, or indicate that there are unresolved issues linked to this. Footnotes and the Bibliography are the academic proof that you have not made all this up. They allow other people to check your evidence and ensure you have not taken details out of context or twisted the evidence. You should aim to have used a range of resources rather than rely on just a few books (even if they are brilliant) and nothing should be included in the bibliography that you have not referred to in your footnotes. Internet sites should not be your main sources. If quotations are used they should be single spaced and the reference should make it clear whether the quotation is from a person involved in the event or the author of a book commenting about it. If the quotation comes from a secondary source, the reference should make it clear whether this is a quotation you have selected from the source or whether it has been cited in another book. Illustrations, maps, diagrams, photographs etc can be very useful but should only be included if you refer to them directly in your essay. In the same way, additional details in an appendix must not contain anything vital to your essay (the examiner does not have to read an appendix) and should only be included if you have referred to it in your essay, eg a map, a cartoon, a photograph or copy of primary source, a transcript of an interview. All illustrations etc must be clearly captioned (and annotated if relevant) and referenced.
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4.2 Plagiarism This is your own personal enquiry and you use the information you research to form your own conclusions. You need to support your comments with references to your research and all direct references or use of sources should be footnoted. However, heavy use of quotations will not score highly because you are not demonstrating the qualities of analytical thought and evaluation. If you present other peoples work as your own ideas or research, without acknowledging the source directly or by footnotes, this is plagiarism it is regarded as cheating and will invalidate your essay. Your supervisor has to sign a declaration that this is all your own work. This can be done because your meetings and discussion of your progress are a way of ensuring you are reading the works for yourself and not relying on textbook summaries. Your supervisor will also conduct a final interview where they question you about your sources and your conclusions. The IB also uses Turnitin.com which checks for plagiarism. 4.2.1 Bibliography & Footnotes You should expect to be listing at least 10 items in your bibliography but remember these are academic works you have consulted you do not need to read the whole book. You should use the contents page and index to identify which sections are relevant for your enquiry. Aim to use a range of works even if you find one book that seems to give you everything; you will be penalised if your references and bibliography are based on a small core of works. The Bibliography is a list of all the works you have used. A long bibliography is often divided into sections and your supervisor can help you with the conventions for your essay subject. A History bibliography would list works in the following order: 1) Primary sources: a) manuscript; b) transcript; c) printed; d) other ( e.g. interviews, archive film, photographs, museum artefacts ). 2) Secondary sources: a) books; ( if there are a lot here books can be divided into general works and then specific studies); b) articles; c) other ( e.g. videos, websites ). Books should be listed alphabetically by author, and include title, place and date of publication, for example Alan Bullock, Hitler and Stalin, Parallel Lives, ( London, 1991 ). As you can see, it is usual to underline the title of the book. An articles title is given in inverted commas followed by the journal in which it appears e.g.
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Haigh, A Recent Historiography of the Reformation, Journal of Ecclesiastical History, vol. 39, ( 1984 ). Website addresses should be given in full, together with the date the site was visited. Footnotes Footnotes are not included in your word count. Their purpose is to show the source of a specific detail or quotation. If the reader wants to investigate that aspect of a topic further or just simply wants to check that your use of this point is valid, the footnote provides the directions for them to do so. (Footnotes are given at the bottom of a page; endnotes can be given at the end of each chapter or all together at the end of the whole thing.) You should provide a footnote: whenever you give a direct quotation from an author, text, speaker etc. make use of anothers ideas or opinions use anothers views or work to support your own interpretation use statistics or very specific details. You do not need to footnote every fact or date etc but you should footnote anything which is key to your argument as either support or challenge. Footnotes can also be used to give a few more details about something without interrupting the flow of your main argument - almost like an aside in a pantomime. However, the examiner would not award marks for anything contained in a footnote or appendix, they only award marks for things in the main body of your essay. The presentation of the source when it is mentioned for the first time is the same as it is in your bibliography. After the first mention it is enough to cite the author and page reference e.g. Bullock, p.99 although if you have used more than one work by that author you will need to make it clear which piece you are referring to, by giving part of the title e.g. Bullock, Hitler and Stalin, p.99. Other conventions used in academic works are: a reference to a single page is shown by p.36; more than one page can be pp.39, 45, 54 if they are separate pages, or pp. 39 - 50 to indicate a long section ( p.39 ff can also be used - it means p. 39 and following pages ). ibid p.65 - this means the reference is to a different page of the work cited in the previous footnote (the footnotes must follow each other, with nothing else in between.) supra, p.2 - literally above, a reference back to an earlier point you have made on page 2; infra, p.14 - below, a reference to a point later in your essay on page 14. Notice that the Latin words are underlined.
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5 Assessment criteria
These assessment criteria are used for all Extended Essays: Criteria A B C D E F G H I J K Research Question Introduction Investigation Knowledge & understanding Reasoned argument Application of analytical & evaluative skills Use of language appropriate to the subject Conclusion Formal presentation Abstract Holistic judgement Marks available 2 2 4 4 4 4 4 2 4 2 4
The purpose of these criteria is to consider: A: Research Question : Is the topic a suitable one considering the word limit and is the focus of the enquiry clear? This does not have to be a question the consideration of a hypothesis is also valid but the focus of the enquiry must be clear. This is assessed through the title and the abstract but the question should also be stated at an early stage of the main essay. B: Introduction : Does your introduction set the enquiry in context and explain why it is worthy of investigation? This is assessed through the Introduction. C: Investigation : Do you show that you have consulted a range of suitable sources / gathered appropriate data and planned your investigation? (This means have you planned the stages of your investigation, not have you planned the structure of your essay). If your RQ is not suitable for systematic investigation the maximum you can score is 2. This is shown through your bibliography, footnotes, abstract, contents page and the whole way the essay is structured and presented. D: Knowledge and Understanding: Do you show knowledge (through the facts you provide) and understanding (through your comments about these facts) and can you discuss different interpretations / explain the issues that are debated by academics? If your RQ is not suitable for systematic investigation the maximum you can score for this category is also 2. This is assessed throughout the essay by the way you analyse and evaluate the information you use.
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E: Reasoned Argument: Have you planned and structured your essay to cover everything in a logical way that builds up your overall argument and is your argument well presented to take account of different ideas and to explain why your idea is more convincing than other interpretations? (Instead of just presenting facts or telling the story). Once again, if your RQ is not suitable for systematic investigation the maximum you can score is 2. This is assessed throughout the essay by your overall approach and use of the material. F: Application of Analytical and Evaluative Skills: Can you analyse and evaluate your information, using the correct techniques to e.g. evaluate historical sources, assess a case study or report of an experiment, interpret and analyse data in a table / graph etc? This is shown by your comments about the information you use.
Analyse and evaluate rather than describe or narrate

G: Use of Language Appropriate to the Subject: Is the essay written in formal language, in the 3rd person etc & are the correct terms being used? (this does not mean you have to use 5 syllable words, especially as you will probably mis-use them if they are not part of your vocabulary but you should be comfortable with the subject specific language eg for rock formations, economic trends, ideologies etc) This will be assessed throughout the essay. H: Conclusion: Is the conclusion relevant to the title and can it be substantiated by the evidence in the essay - the conclusion is not the place to introduce a new piece of evidence or a new argument. This will be assessed in the conclusion but in conjunction with the RQ, the overall argument and use of evidence. I: Formal Presentation: Does the essay contain a title page, candidate name and number, word count, table of contents, page numbers, are illustrative material and quotations properly presented, are footnotes and the bibliography correctly presented? This also considers layout, organisation, and overall appearance eg the use of double spacing is recommended. This will be assessed in the criteria for formal presentation. J: Abstract: Does the abstract state the Research Question clearly (this might be different from the title) and explain how the investigation was carried out and what conclusions were reached? This is assessed in the criteria for Abstract.
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K: Holistic Judgement: What features of your essay distinguishes it from the average essay? (e.g. intellectual initiative, depth of understanding, insight, personal involvement). This is assessed in the Holistic Judgement.
Final version
It is assumed that you will complete most writings over the summer holidays and will have only minor amendments to make by September. You should submit revised sections to your supervisor to show the various changes following your first draft and you should arrange a meeting to discuss this. There are two checklists which you should use to evaluate your completed draft. (See Appendix I, J) Once you have completed the checklist in Appendix I, you will meet your supervisor for Viva Voce. It is a formal interview that your supervisor will carry out before receiving your final version of your essay. There are some simple guidelines (See Appendix K) on what you will be asked during the session. You will definitely face such experience when you are in University. Two copies of your final version must be handed in to Subject Head before the October holidays. Anyone who does not meet the deadline will be asked to remain after school in September in order to complete the essay.
Agreement for Publishing
Finally! At this stage, you should have something of which you can be proud of. You may also be asked about it if you go for an interview at university and you have laid excellent foundations for university academic life. The school seeks your consent of adding your work to our collection of sample extended essays as a library reference. Please complete the consent form in Appendix L and submit it to your supervisor together with an electronic copy of your essay. If there is anything you would like to say about this booklet or anything extra you think it would be helpful to include, please see Mr Joel so that your comments can be acted upon in time for the cohort of students.
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Shanghai World Foreign Language Middle School Appendix A : How do I choose a subject, then a topic and then a RQ?
To choose a subject, ask yourself
1. What subjects am I studying at HL? 2. What subjects do I most enjoy studying? 3. What subjects do I want to study at University? 4. What subjects do I want to talk about in my University interview? Once you have answered these questions, choose you subject.
Once you have chosen the subject, choose a topic within that subject by asking yourself
1. What topics have I enjoyed learning about? 2. What topics do I find interesting or prompt my enthusiasm? 3. What interests do I have? Once you have answered these questions, choose a topic
Points to bear in mind in choosing a subject and topic

If you have chosen a subject from You can write on a book you are studying in class but you must go Group 1 beyond that book and show evidence of wider reading You can compare a book written in your A1 language and one written in another language Your references must be in the language that you are writing the EE. See Appendix A1 for more guidance on English Language.
Group 2 Group 3
You must write it in that target language. See Appendix A2 for more guidance
For Economics: o Must be economics focused, not business, not management, not accounting, but economics o Must ask ONE question that can be answered using economics concepts and theories o Scope of the RQ must be narrow enough for critical analysis What market form characterizes the petrol supply industry in my area of Madrid? is better than What is the market structure of the Spanish petroleum industry? o Primary research must be carried out, such as observation, survey and questionnaire, so as to avoid describing/narrating of secondary data (which should be of supportive purposes only) o RQ must NOT be too broad / vague / too narrow / too difficult / inappropriate o Avoid what if as this is simply too descriptive
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Group 4
If you are thinking of doing science EE, please take the advice from your senior, ..it is really time consuming and it requires great interests in this subject as well as huge responsibilities for conducting the experiment, which sometimes might be very boring. (Fisher Wu 2013) The science EE must start working from mid Jan. The proposal must be approved during winter break and the investigation must begin after winter break. All data must be collected before June.
Decide if you want to do an experimental or library-based EE. Experimental EEs: these tend to score better than the librarybased EEs in Group 4. It is fairly easy to get data and then analyse it. But if you decide to measure something over time, you must do all this before the Extended Essay week which is intended for writing up. You have to work with the Science technicians in order to find time when you can use a laboratory to collect data while being supervised by a member of staff. Avoid experiments for which the outcome is already well documented. Library-based EEs: A questionnaire, survey or a library-based topic in Group 4 may be easier to research (in school or at a University library) but you need to manage a large amount of material and be selective for relevant information. If you intend to use laboratory outside school, you must get the agreement from the supervisor that he/she will be there most of the time to ensure that you are doing the experiment but no other parties. For Biology EE, take note of the following guidelines: 1. Experiment on plants over animals. No body fluid. If human is used as the subject, consent is needed and if below 18 yrs old, parents agreement is required. 2. Experiment on commercial product is not a good idea. 3. Get the raw material instead of using processed item. 4. If the investigation is on animal, experiment with a slight adjustment on the nature condition is fine.
Group 5
Unless you are taking Maths HL, it is best to avoid doing your EE on this. But if you are doing Maths HL it is worth considering. Beyond the syllabus but not coming out with new theory. E.g. a sample EE on basketball sleeves to shoot (statistical) The word limit is smaller (2,500 words) but you will need to a significant amount of maths in the text. For ideas look in a book about 100 greatest unsolved mathematical problems
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Group 6
Avoid purely biographical or historical research questions. Topics that are entirely dependent on summarizing general secondary sources (such as universal art history textbooks, and encyclopaedias), and topics that are likely to lead to an essay that is essentially narrative or descriptive in nature, should be avoided. Biographical studies of artists must address a relevant issue or research question and arrive at a particular, and preferably personal, conclusion. Choosing a topic that covers many aspects of art history and/or a long period of time is also unlikely to result in a successful essay. Restricting the scope of the essay will help to ensure a clear focus and will provide opportunities for demonstrating detailed understanding and critical analysis.
Once you have thought through these points, choose a research question
To come up with a research question, come up with a question. The question must be an open question (i.e. it cannot be answered by a simple yes or no) The question must limit your research to something which is manageable within 4,000 words and 40 hours. The question must be very specific. Choose a topic and research question about which there is barely any research already and which is unique. This will allow you to show more personal judgement, and hence score more highly. If a website search engine turns up a lot of information about the topic, it is best to avoid it. Do not attempt topics which are taught in relatively good depth in the syllabus. Choose topics and questions for which you think you will find almost no preexisting information It does not matter if the topic is not an area your supervisor knows much about, s/he will still understand the subject, the approach to take and the pitfalls to avoid.
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Shanghai World Foreign Language Middle School Appendix A1 : English A Guidance

A Group 1 English A extended essay is intended for students whose best language is English. There are three Group 1 categories. Students must select one. Category 1 Studies of literary work(s) originally written in the language in which the essay is presented. Category 2 Studies of literary work(s) originally written in the language of the essay compared with literary work(s) originally written in another language. Category 3 Studies in language.
Cate gory 1 Topic Research question - dance in Jane Austens novels - death in Bronte and Dickinsons poetry - the glorification of heroes in literature - male authors and female characters - the use of literary tradition - What are the role and significance of dance in Pride and Prejudice and Emma? - How is the subject of death treated in selected poems by Emily Bronte and Emily Dickinson? - In what different ways do Shaw, Anouilh, and Schiller venerate Joan of Arc in their plays? - How do the male authors of Anna Karenina and Madame Bovary help readers sympathize with their respective heroines? - Themes and devices in Ibsens A Dolls House and Atwoods A Handmaids Tale that encourage social change - To what extent does the use of rhetoric in Barack Obamas speeches increase their effectiveness?
Sample topics and research questions that pertain to each of the three Group 1 categories:
- the use of persuasive language in political speeches - advertising
Guidelines for the Extended Essay Proposal 1. Read pp. 21-27 in the official extended essay guide for Group 1 subject-specific details. 2. Select a Group 1 category. 3. Determine the literary work(s) or language topic(s) that you want to write about. 4. Determine the topic of your essay. 5. Determine the research question. 6. Write a proposal that: discusses your focused topic and research question; describes a cursory action plan concerning methods for data collection; and provides a list of primary and secondary sources from which your research will draw (2-3 pages). Some questions to consider include: Why have you chosen this topic? Discuss the merit of this research question. How will you collect data? What methods will you use? Will you need secondary sources? How will you use them?
- How does the Dove Campaign for Real Beauty use language and image to construct a particular view of beauty?
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Looking for the buzz on an English BEE? Read on!
Appendix A2 : English B Guidance
Youre thinking about an English B Extended Essay? Cool! There are a few things you need to know about an English B EE, or should I say an English BEE, before deciding if its the right choice for you. Who qualifies? If youre studying English as your Group 1 (Language A) course, you are NOT allowed to write an English BEE. If thats you, stop reading now, return this sheet of paper to be re-used and fly off to see your English A teacher. All English B students qualify to apply. However, you have to complete a written proposal presenting your idea(s) to the English B Teacher Team. There is a specific format to follow for this and you can get that information from any English B teacher. Do not write your proposal without the guidance of the English B EE Proposal Guidelines. You must also talk with an English B teacher a few times to make sure youre on track. The earlier you do this the better! The 3 Categories There is a considerable amount of freedom given to students when choosing to write an English BEE. Its a great opportunity to be creative and original, BUT you MUST fit your idea into one of three categories. Cat 1 Language The essay should be a specific analysis of the language (its use, structure and so on) normally related to its cultural context or a specific text. Topic English and Irish colloquial expressions in Newfoundland Research What is the connection between the retention of English and Irish culture and the Question use of English and Irish colloquial expressions in Newfoundland? Approach An investigation into the relationship between the use of colloquial language originating from England and Ireland and aspects of English and Irish culture still present in Newfoundland. Topic Colour Connotations in English Research What is the relationship between the connotations of colours in English speaking Question Countries and the use of English colour idioms? Approach An investigation into the various connotations of the five primary colours in English speaking countries and the way colour idioms are used in the English language. Cat 2: Culture and Society 2A: Essays of a sociocultural nature with an impact on the language The essay should be an analysis of a cultural nature that describes the impact of a particular issue on the form or use of the language. Topic Language and feminism Research Should gender specific titles be eliminated from the English language to reflect Question the shifting attitudes toward gender roles? Approach An examination of the linguistic and sociological arguments for and against the elimination of gender specific titles from the English language. Topic Language and discrimination Research To what extent does the language used by American teens reflect sexual Question discrimination? Approach A sociolinguistic investigation into the way language used by young people reflects attitudes of sexual discrimination present in contemporary American society.
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2B: Essays of a general cultural nature based on specific cultural artifacts The essay should be an analysis of a more general cultural nature but specific to a country or community where English is spoken. Topics that are too broad and could apply to many cultures (like globalization, the death penalty or eating disorders) are inappropriate. Essays of a cultural nature must be based on specific cultural artifacts. Cultural artifacts in this context are understood to include a wide variety of phenomena, such as works of fine art, newspapers, magazines, cartoons, films, television programmes and popular music. (If youre wondering if something could be considered a cultural artifact, please talk to one of the English B teachers.) Topic Social criticism in the songs of Eminem Research What is the nature of Eminems rap critique of modern American society? Question Approach An investigation into the thematic content of Eminems songs. Topic Graffiti in New York City Research How do the changing attitudes towards graffiti in New York City from the 1930s Question until now reflect changing societal values? Approach An investigation into the way changing attitudes of New York City residents towards graffiti reflects the evolution of local societal values. Topic Cosmetic surgery ads in Glamour magazine Research How do cosmetic surgery ads in the UK womens magazine Glamour entice Question people to seek physical changes? Approach An analysis of the cosmetic surgery ads found in the UK version of Glamour magazine over a 2 year period and an investigation into how these ads attempt to influence women. Cat 3: Literature The essay should be an analysis of a literary type, based on a specific work or works of literature exclusively from the target language - ENGLISH. In the case of a comparison of texts, all texts must originally have been written in English. Topic Research Question Approach Womens empowerment in Edith Whartons novels What is Edith Whartons attitude towards womens empowerment as reflected in her novels? An investigation into how Edith Wharton reveals her attitude towards womens empowerment through her writing based on an analysis of five of her novels. Topic Concepts of future in Brave New World and 1984 Research What similarities and differences between Aldous Huxley and George Orwells Question concept of the future are revealed in Brave New World and 1984? Approach A comparative analysis of the concepts of future depicted by these two authors. Questions to get you thinking
Have you found any topics covered in your English class particularly interesting? How could you expand on it? Do you have any favourite books, magazines, TV shows, movies, artists (music /visual) from one of the English speaking countries? Are there any features of the English language which you find particularly strange, interesting, fascinating or different? Is there anything that you think is really cool or interesting about the culture in an English speaking country? Remember: Originality goes a long way. If you know the idea has been repeated many times, try to think of a new approach or even a different idea. Note: Some of the information above might be a little confusing, so you must discuss it with an English B teacher. We are all here to help and guide you along the way!
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Shanghai World Foreign Language Middle School English B Extended Essay Proposal Guidelines
This is the first step in the journey to completing your Extended Essay. Its extremely important that you put a lot of thought into what you will write about. You want to choose a topic which is of interest to you and meets all of the criteria of an English B EE. If you have more than one idea, you should complete an individual Proposal Form for each idea. It is advisable to talk with an English B teacher and/or subject leader a few times during the process of completing this proposal. Please give thorough responses to the following prompts and questions. Your proposal should be typed and organized according to the following headings:
Why English B
Your response should include: A detailed explanation of why you would like to do an English B EE (instead of another subject area) A summary of your understanding of the English B EE requirements in your own words Note: Do not discuss why you chose your topic in this section. That is discussed in the Why this Topic section.
Topic
Your response should include: A general description of the topic
Research Question
Your response should include: A specific and focused question which identifies the exact intent of your research Note: The question should be specific enough to be handled appropriately in 4000 words.
Category
Your response should include: Which English B EE category your EE falls into How it qualifies for this category Note: There are 4 possible options: Category 1: Language; Category 2A: Culture and Society Essays of a sociocultural nature with an impact on the language; Category 2B: Culture and Society Essays of a general cultural nature based on specific cultural artifacts; Category 3: Literature
Working Title
Please state a possible working title for your English B EE. It may be very similar to the RQ if you wish.
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Shanghai World Foreign Language Middle School Why this Topic

Your response should include: Why you are interested in this topic / area of research What led you to choosing this specific RQ What background knowledge (if any) you already have
Aims
Your response should include: What you are hoping to accomplish with your research How your research relates to existing knowledge on the topic What makes your research worthy of investigation
Investigation
Your response should include: A plan for investigation / research A list of sources already identified (be specific) A list of a range of sources you plan to use (e.g. journals, newspapers, books, Internet sites, interviews, surveys etc) be as specific as possible Where you plan to do your research Note: If youve already started your research, you should already be keeping a Research Journal. Ask your English B teacher what this is.
Possible Challenges and Solutions

Along any research journey there are bound to be multiple challenges. It is wise to anticipate some of the possible challenges you may face in this investigation and how you may overcome those challenges. Note to student: You should submit your English B EE Proposal no later than March 25th. You will receive notice on whether or not your proposal has been approved no later than March 27th. You may submit it earlier if you wish. Remember to consult with an English B teacher and/or subject leader during the process of writing your proposal. A lack of information, thought or effort in the proposal will be interpreted as a lack of interest and/or ability and may lead to disapproval.
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Shanghai World Foreign Language Middle School Appendix B : Choosing my EE subject

Please indicate your preferred subject area and topic. Wherever possible, you will receive your first choice but you must indicate 2 different subject areas if your first choice is one of the following areas: Chinese Literature Economics This form must be handed in to Mr Joel before 20 Feb late submissions may not be able to have their preferences accommodated.
Name Subjects being studied within the IB: Higher Level 1. 2. 3. Preferred topic for Extended Essay: 1. Subject Area Teachers signature Topic / Focus for enquiry
Class
Standard Level
2. Subject Area Teachers signature Topic / Focus for enquiry
Have you already discussed this with the relevant subject teacher or subject head and received an investigative task pamphlet?
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Shanghai World Foreign Language Middle School Appendix C : Focus Identification Form
Note: this must be approved by subject head to do an extended essay and acknowledged by EE coordinator. Your name: Research topic (this should be fairly general):
Aims of the research:
Research question (this should be very focused ):
Methods:
Types of sources consulted so far as well as sources to be consulted in the future (e.g., journals; newspapers; books; Internet sites which must be fully cited, not just the address; interviews if interviews will be used, please state who you are planning to interview and the reason you need to interview them)
How I will have access to these sources?
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Shanghai World Foreign Language Middle School Appendix D : Extended Essay Contract
Student I understand that I have the right to: Have clear guidelines about the formal presentation of the EE and marking criteria from the EE co-ordinator & supervisor Receive guidance and support during the research process from the EE coordinator & my supervisor Receive subject specific advice from my supervisor Receive comments on my draft essay (but I also understand my supervisor is NOT allowed to correct or edit my work) I understand that I also have the responsibility to: Make & keep appointments with my supervisor Attend briefing sessions arranged by the EE co-ordinator Keep to deadlines Work steadily throughout the period Consult my supervisor or EE co-ordinator as soon as I realise I have a problem Check all grammar, punctuation, spelling etc (DONT rely on the spellchecker) Spend about 40 hours in total on this work. Signed ________________________________ Date ____________________
Parent/ Guardian I understand that: The student is expected to spend about 40 hours on this work, which is not timetabled The student is expected to meet all deadlines The student will need to consult academic works and may need to go to libraries or conduct fieldwork etc in their own time Signed ________________________________ Date ____________________
Supervisor I agree to supervise this student and: Be accessible for consultation Provide subject specific guidance Conduct interim meeting sessions with the student Update the status of students work on Traffic Light Monitoring log file. Conduct a final interview. Signed ________________________________ Date ____________________
EE co-ordinator I agree to co-ordinate the supervision and final submission of the IB Extended Essay for this candidate and: Provide details of the requirements for formal presentation Support students in the acquisition of research and study skills Be available for consultation if problems arise Signed ________________________________ Date ____________________ Page 30 of 46
Shanghai World Foreign Language Middle School Appendix E : Useful Websites

Many of these websites will link you to online journals and archives. They should help you when completing research for your extended essay or coursework elements of your I.B subject. All students should be urged to have a look at : http://vos.ucsb.edu/ The Voice of the Shuttle (Alan Lui of University of California Santa Barbara). Art World Wide Art Resources http://wwar.com/artists/index.html Voice of the Shuttle Art Links http://vos.ucsb.edu/browse.asp?id=3404 Business and Management / Economics Economic Policy Institute http://www.epi.org/ Voice of the Shuttle- Post Industrial Business Theory page http://vos.ucsb.edu/browse.asp?id=2727 English University of Virginia Poetry Archive http://etext.lib.virginia.edu/britpo.html Victorian Web Archive (Brown University) http://www.victorianweb.org/ Literature Resources on the Net (Rutgers) http://andromeda.rutgers.edu/~jlynch/Lit/ The British Academy Portal http://www.britac.ac.uk/portal/ Voice of the Shuttle Literature Page http://vos.ucsb.edu/browse.asp?id=3 General- For All Subjects Schools of California Online Resources for Education http://score.rims.k12.ca.us/ Victorian Web http://www.victorianweb.org/ Librarians Internet Index http://search.lii.org/index.jsp? Geography / Environmental Systems Earth Trends- Environmental Information Portal http://earthtrends.wri.org/select_action.php?tool=1 GISnet Online http://www.gisnet.com/index.php
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United Nations Development Programme http://www.undp.org/ Encyclopedia of Earth http://www.eoearth.org/ National Oceanographic Data Centre http://www.nodc.noaa.gov/ UN Population Database http://esa.un.org/unpp/ History *Internet Modern History Sourcebook http://www.fordham.edu/halsall/mod/modsbook.html * European University Institute, Florence, Virtual Library http://vlib.iue.it/history/index.html Eurodocs- Brighman Young Online Sources for European History http://eudocs.lib.byu.edu/index.php/Main_Page INTUTE http://www.intute.ac.uk/artsandhumanities/history/
History of the Soviet Union- University of East Anglia http://www.uea.ac.uk/his/webcours/russia/links/ *Calisphere: University of California History Primary Sources http://www.calisphere.universityofcalifornia.edu/ * Voice of the Shuttle (Alain Liu- Uni of Cali, Santa Barbara) http://vos.ucsb.edu/ German Propaganda Archive (Calvin College) http://www.calvin.edu/academic/cas/gpa/ww2era.htm University of Virginia History Databases http://www.lib.virginia.edu/subjects/history/ The National Archives http://www.nationalarchives.gov.uk/documentsonline/ The National Archives Learning Curve http://www.learningcurve.gov.uk/ * The British Academy Portal http://www.britac.ac.uk/portal/ * Highly Recommended
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Languages Educational Cyber Playground http://www.edu-cyberpg.com/Linguistics/flangdatabase.html Voice of the Shuttle- Literature (other than English) http://vos.ucsb.edu/browse.asp?id=2719 Mathematics and ICT Florida State University Virtual Library http://www.math.fsu.edu/Virtual/ Statistics- University of Florida http://www.stat.ufl.edu/vlib/statistics.html University of Washington Library- Maths Links http://www.lib.washington.edu/math/ History of Mathematics Archive- St. Andrews http://www-groups.dcs.st-and.ac.uk/~history/ Science and Technology Voice of the Shuttle http://vos.ucsb.edu/browse.asp?id=2731 The Bad Bug Book- FDA pathogenic bacteria handbook http://vm.cfsan.fda.gov/~mow/intro.html Science.gov database http://Science.gov/ Library of Congress- Science Reference Services http://www.loc.gov/rr/scitech/resources.html Theatre Arts Theatre and Drama WWW database http://www.brookes.ac.uk/VL/theatre/studies.htm University of New South Wales Theatre Library Database http://info.library.unsw.edu.au/sshl/guides/theatre/theatredata.html
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Shanghai World Foreign Language Middle School Appendix F : Research Summary

Author & Title 1 Comment about the material
10
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Shanghai World Foreign Language Middle School Appendix G : Note Taking Tips
First: read the source you have selected Decide whether or not it contains information you think is relevant to your argument. Read to obtain an understanding of the material. Do not take notes at this stage, read for meaning instead. Focus on understanding the material and also anything that allows you to undertake a source evaluation. It is tempting to take notes as you are reading the first time, but this is not a particularly efficient technique as you are likely to take down too much information and simply copy without understanding Second: Review the source and take notes Record the details of the source for your bibliography and referencing Identify the main ideas, as well as important sub points Dot point the information for easy presentation, highlighting any sections that you might want to use as a quote Third: Determine what you want to use for your argument. This might occur later stage when you use the ideas to construct your argument. Either: Write up the selected information up using your words from the dot points Placing the information into your own words forces you to become actively involved with the material Ask yourself, do you need to reference the information? Or Use as a quote. Ask yourself, Have I used the quote in a constructive manner? Remember: Do not copy information directly from the textbook unless you intend to use it as a quote and then clearly identify it as a quote you might forget later one. Be efficient and note only enough detail to understand (Adapted from IBO Resource)
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Shanghai World Foreign Language Middle School Appendix H : The Research Process
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Shanghai World Foreign Language Middle School Appendix I : IB EE Essential Checklist

You are required to complete this checklist as a final process to ensure that your essay has at least met the minimum standards based on the assessment criteria. You have to complete this form before the Viva Voce. There are at least 20 marks available here dont throw them away through carelessness. Use this checklist to ensure you gain full marks on certain aspects of the EE You may ask your supervisor if there is any item below is not clear to you. Point
1. 2. Is the essay within 4000 words? Is there a title page? Cover page of EE: No picture, Just topic/RQ, subject, Name registered, Candidate No, Session No, Word count (under 3000 words would be a poor result) Is there a table of contents page? (1. Avoid being a generic type of content list which looks like a copy from some standard text. 2. Ensure pages No. is correct.) Is the essay a clear and reasoned argument in which seeks to persuade a sceptical reader of the justifiability of the line of argument? Does the essay develop logically through a series of supporting points which relate closely to the argument? Are different kinds of primary and secondary sources used to provide evidence (quotes, facts, statistics, experts opinion, photographs, etc) to support the line of argument? Is the text double-spaced with one inch margins? Is there an introduction with the research question explained? Are there referencing within introduction to support the context? Are paragraphs used? Is the grammar and spelling correct? Are all pages accurately numbered in the upper right hand corner with the writers name? Is the paper written in the student own words? Does the paper use 12 point Arial, Times New Roman or other clear and readable font in black ink? Is the language clear and readable? Are all points within the essay where you quote from, or refer to another persons work referenced at that point? Is the essay free from repetitive or irrelevant material? Are your in-text citations consistently and correctly used according to MLA (name, page)?
Actions
Check
3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17 18
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19 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. Is your referencing of figure No. or/and table No. within the same page as the figure and/or table? Is the figure and/or table clearly relevant to the argument? Does the bibliography include all and only the works of reference you have cited and are all referenced properly cited using MLA? Does the bibliography specify author(s), date of publication, title, place, publisher for every reference, in alphabetical order? Does the paper show coherence and hang-together well from beginning to end? Are all references to the appendices clearly cross-referenced and labelled? Is your research question specific with the subject, place and time? (This is quite particular to Group 1 3 essay but it could apply to other group too) Is your research question stated on the title page? Is your research question stated and in bold in the introduction? Is your research question restated and in bold in the conclusion? Is there a strong and definite conclusion which provides a clear and direct answer to the research question? Does the conclusion address new questions that have emerged? Are the title page, table of contents, abstract, introduction, main body, conclusion, bibliography and abstract clearly titled? Is the abstract within 300 words? Does the abstract contain the research question in bold, the scope of the investigation and the conclusion reached? Does the appendix contain appropriate supporting materials such as maps, charts graphs, photographs and illustrations in the appendix which are clearly captioned and referenced?
34.
I have seriously looked through the above list when checking on my final EE draft.
Students Signature: ____________________ Date: __________________
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Shanghai World Foreign Language Middle School Appendix J : IB EE Assessment Rubrics

Listed below are the requirements and marks for the various aspects of the formal presentation of the EE. Check whether you think you have gained as many marks as possible for each element and then ask a friend to check as well.
0 marks RQ is not stated in the introduction, is not suitable for the subject or cannot be treated adequately in 4,000 words Little or no attempt to set the RQ into context or explain the significance of the topic. 1 mark RQ is stated in the introduction but not clearly expressed or too broad to be treated effectively in 4,000 words Some attempt to set the RQ into context & explain the significance of the topic & why it is worthy of investigation Inappropriate sources have been consulted or data gathered; little evidence the investigation has been planned. 2 marks RQ is clearly stated in the introduction, sharply focused & effective treatment in word limit is possible. 3 marks 4 marks
A Research Question
N/A
N/A
B Introduction
Context of RQ is clearly demonstrated; significance of topic & why it is worthy of investigation is clearly explained. Limited range of appropriate sources have been consulted / data gathered; evidence of some planning of the investigation
N/A
N/A
C Little or no Investigation evidence that sources have been consulted / data gathered; little or no evidence of planning of the investigation
A sufficient range of appropriate sources have been consulted / data gathered & relevant material has been selected. The investigation has been satisfactorily planned.
An imaginative range of appropriate sources have been consulted / data gathered & relevant material has been carefully selected. The investigation has been well planned.
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D Knowledge & Understanding of the topic studied
0 marks No real knowledge or understanding of the topic demonstrated.
1 mark Some knowledge but little understanding & little awareness of an academic context for the investigation Limited or superficial attempt to present ideas in a logical or coherent manner and to develop a reasoned argument in relation to the RQ.
2 marks Adequate knowledge & some understanding with some awareness of the academic context.
E Reasoned argument
No attempt to develop a reasoned argument.
There is some attempt to present ideas in a logical and coherent manner & to develop a reasoned argument in relation to the RQ but this is only partially successful.
3 marks Good knowledge and understanding of the topic; the essay successfully outlines an academic context. Ideas are presented in a logical and coherent manner & a reasoned argument is developed in relation to the RQ but with some weaknesses.
4 marks Very good knowledge & understanding & topic is clearly and precisely located in academic context. Ideas are presented clearly in a logical & coherent manner, the essay succeeds in developing a reasoned and convincing argument in relation to the RQ. Effective & sophisticated application of appropriate analytical & evaluative skills.
F Application of analytical & evaluative skills appropriate to the subject.
No application of appropriate analytical & evaluative skills.
G Use of language appropriate to the subject
The language used is inaccurate and unclear; there is no effective use of relevant terminology.
Some application of appropriate analytical & evaluative skills, but this may be only partially effective. The language The language used used sometimes communicates communicates clearly & the clearly but use of does not do appropriate so terminology is consistently usually and the use of accurate. appropriate terminology is only partly accurate.
Little application of appropriate analytical & evaluative skills.
Sound application of appropriate analytical & evaluative skills.
The language used communicates clearly & the use of appropriate terminology is accurate.
The language used communicates clearly & precisely; appropriate terminology is used accurately, with skill & understanding.
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H Conclusion
0 marks Little or no attempt to provide a relevant conclusion
1 mark A conclusion is provided that is relevant to the RQ but which may not be consistent with the evidence or argument presented in the essay.
I Formal Presentation
J Abstract
K Holistic Judgement
The essay exceeds 4,000 words, there is no word count or the formal presentation is unacceptable. The abstract exceeds 300 words or does not include all 3 of the required elements. The essay shows no evidence of qualities which distinguish it from an average essay.
The formal presentation is poor but the essay is within the 4,000 word limit. The abstract contains all 3 elements but they are not clearly identified. The essay shows little evidence of such qualities
2 marks An effective conclusion is clearly stated which is relevant to the RQ & consistent with the evidence presented in the essay; if unresolved questions have been identified these are indicated. The formal presentation is satisfactory.
3 marks
4 marks
N/A
N/A
The formal The formal presentation presentation is good. is excellent.
The abstract clearly states all 3 elements.
N/A
N/A
The essay shows some evidence of such qualities
The essay shows clear evidence of such qualities
The essay shows considerable evidence of such qualities.
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Shanghai World Foreign Language Middle School Appendix K : Viva Voce (concluding interview)
The viva voce should last between 10 and 15 minutes. The following are examples of questions that can be asked, which should be adapted to the particular essay and student.
I am not clear what you mean on page XXX. You quote Y: could you explain a little more about what this tells us? On page *** you cite Z. I couldnt find this reference (for example, website). Could you tell me more about it? What have been the high and low points of the research and writing processes? What were the most interesting aspects of the process? Did you discover anything that surprised you? What have you learned through writing this essay? Is there any advice you would want to pass on to someone just starting out on an extended essay?
(IBO EE Guide)
Value-added/ Originality 1. What are the most original parts of the thesis? 2. Which propositions would you say are distinctively your own? 3. How do you think you work takes forward or develops the literature in this field? 4. What are the bottom line conclusions of your research? How innovative or distinctive are they? Origins/Topics 5. Can you tell us how you came to choose this topic for your doctorate? 6. Why have you defined the topic in the way you did? What were some of the difficulties you encountered and did they influence how the topic was framed? Methods 7. What are the core methods used in this thesis? Why did you choose this approach? In an ideal world, are there different techniques youd have liked to use? Data 8. What are the main sources or kinds of evidence? Are they strong enough to sustain the conclusions you draw? 9. How do your findings fit with or contradict the rest of the literature in this field? What next? 10. What are the main implications of your research for the rest of the field?
(Authoring PHD, P. Dunleavy
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Shanghai World Foreign Language Middle School Appendix L : Usage of EE Consent

The school is seeking your permission for us to print your essay and compile it into a booklet. It would be used as a school library resource for supporting our future cohorts when embarking on the process of writing the essay. All entries will be anonymous but we will include an acknowledgement page at the front of the booklet. Also, if you have any special advice or quote that you want to share with your juniors, please do write one as it would be put up on the school EE noticeboard.
I, ________________________________ of (201_ / 201_) batch would like to give my consent to school for the usage of my extended essay as a reference in the library. My advice to the juniors on writing extended essay is: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
Signature
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Meeting 1
Before meeting 1 Organise research materials Outline approaches to data collection Mind map ideas from materials My research question is At meeting 1 Discuss research question Discuss approach to essay Suggest more sources Outcome A focused RQ Approach more or less confirmed More research needed??
Narrow down on the possible approach(s) to collect data
List at least 3 good sources.
Date for third meeting
I have discussed the extended essay process with my supervisor and have read the EE timeline. I am aware of the time commitment. My supervisor will inform me if I am falling behind. If I do not rectify this then my supervisor will inform my tutor and parents. I am also aware of the school policy on academic honesty and realise that the essay must be my own original work. Signed __________________________ supervisor _________________________student
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Meeting 2
Before meeting 2 Data collected Mind map initial essay plan What does the data say? At the meeting Discuss data collected Outline essay plan Outcomes Direction of data analysis Confirmed the essay plan
Essay Plan
Date for third meeting
I have drawn some conclusion from the data and had an outline of essay plan with the help from supervisor. ( Strongly agreed ------------ OK --------------Strongly disagreed) If the outcome is less ok, how are you rectifying the situation? _____________________________________________________________________ _____________________________________________________________________ Signed __________________________ supervisor __________________________student
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Meeting 3
Before meeting 3 At the meeting Produce draft on some Going through the sections of the essay, e.g. sections of the essay with introduction, method, main the requirement of criteria. body, conclusion What changes needed on the introduction? Outcomes Student is aware of the structure of their essay.
What other changes needed in the essay?
Date for online discussion in July and Aug
I am more than halfway through my EE write-up. I am halfway through my EE write-up. I am only into 20% of the write-up. I have problem writing EE.
If the outcome is < 20%, please work out a solution with your supervisor and maybe with some advice from subject head. Write down the decision and get acknowledgment from Mr Joel. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Signed _________________________ supervisor ___________________________student Page 46 of 46

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Shanghai World Foreign Language Middle School

Student Booklet Extended Essay

First Examination 2013

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Shanghai World Foreign Language Middle School

The International Baccalaureate Organisation

Shanghai World Foreign Language Middle School

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Shanghai World Foreign Language Middle School

A (Excellent) Extended Essay B (Good) C (Satisfactory) D (Mediocre) E (Elementary)

The International Baccalaureate Organisation

Shanghai World Foreign Language Middle School

The International Baccalaureate Organisation

Shanghai World Foreign Language Middle School

The International Baccalaureate Organisation

Shanghai World Foreign Language Middle School

The International Baccalaureate Organisation

Shanghai World Foreign Language Middle School

The International Baccalaureate Organisation

Shanghai World Foreign Language Middle School

The International Baccalaureate Organisation

Shanghai World Foreign Language Middle School

The International Baccalaureate Organisation

Shanghai World Foreign Language Middle School

The International Baccalaureate Organisation

Shanghai World Foreign Language Middle School

(Adapted from IBO Resource)

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Shanghai World Foreign Language Middle School

Formal presentation of the EE

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Shanghai World Foreign Language Middle School

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Shanghai World Foreign Language Middle School

The International Baccalaureate Organisation

Shanghai World Foreign Language Middle School

The International Baccalaureate Organisation

Shanghai World Foreign Language Middle School

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Shanghai World Foreign Language Middle School

Analyse and evaluate rather than describe or narrate

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Shanghai World Foreign Language Middle School

Agreement for Publishing

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Points to bear in mind in choosing a subject and topic

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Shanghai World Foreign Language Middle School

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Shanghai World Foreign Language Middle School

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Shanghai World Foreign Language Middle School Appendix A1 : English A Guidance

- the use of persuasive language in political speeches - advertising

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Shanghai World Foreign Language Middle School

Appendix A2 : English B Guidance

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Shanghai World Foreign Language Middle School

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Shanghai World Foreign Language Middle School Why this Topic

Possible Challenges and Solutions

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