GIVAT HAVIVA INTERNATIONAL SCHOOL

International Baccalaureate
Diploma Programme

Extended Essay
Handbook, 2018
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 Contents

DP Coordinators Note…………………………………………………………………………………………………………………………………………………………………………………………………… 4

What is the Extended Essay? .......................................................................................................................................................................................... 5

What do I write an essay on and in? …………………………………………………………………………………………………………………………………………………………………………….. 5

DP subjects offered in GHIS………………………………………………………………………………………………………………………………………………………………………………………….. 5

Who can support me? – Mentors/Supervisors………………………………………………………………………………………………………………………………………………………………. 6

The coordinators of Extended Essay………………………………………………………………………………………………………………………………………………………………………………. 6

So how do I do it? In a Nutshell……………………………………………………………………………………………………………………………………………………………………………………… 6

How long does it take?..................................................................................................................................................................................................... 7

What is the maximum grade points that I am targeting? How will I be assessed? ............................................................................................................ 7

Assessment grade descriptors for the extended essay………………………………………............................................................................................................. 9

Overall Criteria for the Assessment of the Extended Essay……………………………………………………………………………………………………………………………………………. 12

Assessment criteria for EE adapted from the Extended Essay guide, 2018:

Criterion A: focus and method…………………………………………………………………………………………………………………………………………………………………………… 13

Criterion B: knowledge and understanding………………………………………………………………………………………………………………………………………………………… 15

Criterion C: critical thinking……………………………………………………………………………………………………………………………………………………………………………….. 16

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 Criterion D: Presentation…………………………………………………………………………………………………………………………………………………………………………………… 18

Criterion E: Engagement……………………………………………………………………………………………………………………………………………………………………………………. 19

Academic Honesty…………………………………………………………………………………………………………………………………………………………………………………………………………. 20

What are my deadlines? ……………………………………………………………………………………………………………………………………………………………………………………………….. 21

Let’s put the essay together!

1. Title/Topic…………………………………………………………………………………………………………………………………………………………………………………………………………. 22
2. Title page…………………………………………………………………………………………………………………………………………………………………………………………………………… 22
3. Contents page……………………………………………………………………………………………………………………………………………………………………………………………………. 22
4. Introduction………………………………………………………………………………………………………………………………………………………………………………………………………. 22
5. Body………………………………………………………………………………………………………………………………………………………………………………………………………………….. 22
6. Conclusion…………………………………………………………………………………………………………………………………………………………………………………………………………. 23
7. Bibliography………………………………………………………………………………………………………………………………………………………………………………………………………. 23

Formatting…………………………………………………………………………………………………………………………………………………………………………………………………………………….. 24

What should you include in your reflection? …………………………………………………………………………………………………………………………………………………………………. 25

Few tips and guidelines………………………………………………………………………………………………………………………………………………………………………………………………….. 25

Extended essay checklist………………………………………………………………………………………………………………………………………………………………………………………………… 26

Bibliography…………………………………………………………………………………………………………………………………………………………………………………………………………………… 27

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DP Coordinators Note

Dear students,

The Extended Essay task is a wonderful opportunity to immerse yourselves in independent research work. The creation of new knowledge based on your
own research is both exciting on the individual level, and significant in the broader social one. Becoming a researcher is a natural step in your learning
process at GHIS. It entails the development of skills and attitudes towards the conduct of a good research work, and simultaneously allows you to develop
critical thinking. With the support of your supervisors and coordinators you are embarking on a path that will lead you to discovery.

Good luck,

Yuval Dvir

DP Coordinator

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What is the Extended Essay?

The extended essay is an independent research essay which is an in-depth analysis and presentation of a research work that you need to complete in order
to get your IB diploma. It’s a 4000 words essay of structured writing which should be coherent, logical and presented in a research format and must include
a reflection section of words not more than 500. This must be a work of 40 hours of research and writing. It should be an essay of your ideas and findings
that answer your research question. You must achieve a grade D or higher to pass the Diploma programme.

What do I write an essay on and in?

The essay should be on a research question from a DP subject area that you are interested in or say you have a passion for. It is essential that you chose your
subject of interest from one of the 6 courses that you are taking classes because the essay has to reflect knowledge and understanding of methodologies
and terminologies of that particular subject area you have chosen. The language of the extended essay has to be in the language you are learning and
performing the subject in DP.

The DP subjects offered in GHIS are:

Group 1 (Literature in Native languages) - English, Hebrew, Arabic, and Self- taught languages

Group 2 (Language acquisition) - English, Spanish Intro and Arabic Intro

Group 3 (Individuals and Societies) - Economics and Global Politics

Group 4 (Sciences) - Biology, Chemistry, Physics, and Computer Science

Group 5 (Mathematics) - Math studies, Mathematics

Group 6 (The Arts) - Visual Arts

Interdisciplinary subjects - Environmental Systems and Societies

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Who can support me? (Mentors/supervisors):

During your preparation of the essay and research process, you will be assigned a teacher from GHIS as your supervisor or mentor. The supervisor will be a
teacher who can guide and support you in your subject area and give you directions. He or she will confirm by the IB requirements of the research question
you have chosen to be by its standards. The supervisor will be chosen for you based on your subject area of interest. They will spend three reflection
sessions and progress checking sessions with you which count up to 5-6 hours in total for supporting you. The supervisor is only allowed to guide you in
terms of suggestions, directions and give your comments but will not edit your work for you. End of the extended essay submission, the supervisor checks
and writes a report on your performance in a form called Reflections on Planning and Progress Form (RPPF), which you will also have to fill with your
comments as reflection.

The Coordinators of Extended Essay:

The DP coordinator and Extended Essay coordinators are the main coordinators of the Extended Essay (EE). They will facilitate, approve and support you and
your supervisors in completing the EE by the deadlines. The GHIS DP coordinator is Mr. Yuval Dvir and the EE coordinator is Ms. Karthika Paul.

So how do I do it? - In a Nutshell:

1. You will have to choose/find your subject area of interest (choose one of the subjects offered in GHIS).
2. Read the following materials: The assessment criteria, the relevant subject-specific chapter of the extended essay and IB ethical guidelines
document on animal experimentation.
3. Based on your interest, think and research to find the area within the subject that you will be doing your research on – Title of research.
4. Make or formulate the research question – The Research question has to be a question that you have derived from the title and the question you
will be answering in your essay.
5. Confirm with your subject-specific teacher who will be your EE mentor/supervisor on the title and research question.
6. Once confirmed, make an outline plan of your research essay with deadlines.
7. Put a reflection space called Researcher’s Reflection Space (RRS) where you record your thoughts and findings from time to time. This can be a
journal notebook or an online blog. This will help you to write your 500 words reflection finally in the RPPF which you will upload in the ManageBac
system.
8. Identify where you are getting your academic material from and start referencing them in APA style from the beginning.

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 9. Carry out research. The systematic order of information that is to be presented is as follows and explained more in the coming pages:
a. Title page
b. Contents page
c. Introduction
d. The body of the essay
e. Conclusion
f. References and bibliography
10. You will meet your supervisor for 3 main reflection sessions on progress and the 3 rd final reflection session is Viva Voce (short interview of 20-30
minutes long). You can also have short check-in sessions to clarify doubts between the main reflections from time to time.
11. Submit your research work before the 3 rd reflection session and complete the Reflections on Planning and Progress Form (RPPF) to your supervisor.
(After this step you cannot ask for your essay for any changes).

All of these steps need to be completed within the specific deadlines of the school. Your supervisor and coordinators will follow-up and ensure that you stick
to the deadlines.

How long does it take?

The IB prescribes for a student to take 40 hours in total to complete the extended essay. This will include your research and reflection time with your
respective supervisor. You will also have to finish each level of the extended essay by the school’s deadlines calendar, which is provided later in this
handbook.

What is the maximum grade points that I am targeting? How will I be assessed?

The combined efforts of TOK and EE together contribute to a total of 3 points as the highest achievable points to get your diploma. “All extended essays are
externally assessed by examiners appointed by the IB and are marked on a scale from 0 to 34. This maximum score is made up of the total criterion levels
available for each essay. The total score obtained on the scale 0 to 34 is used to determine in which of the following bands the extended essay is placed. This
band, together with the band for the theory of knowledge, determines the number of diploma points awarded for these two requirements ” (EE guide,

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2018).The following matrix, adapted from the IB extended essay guide explains how TOK and EE work together:

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The band descriptors are:

A Work of an excellent standard

B Work of a good standard
C Work of a satisfactory standard
D Work of a mediocre standard
E Work of an elementary standard

A student 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 (E) standard is a failing condition for the award of the diploma. Your EE
is assessed on the basis of 5 criteria (A-E).

 Assessment is based on both summative criteria (A, B, C, D) and a formative one (E).
 Criteria A, B, C, D measure the result of your EE, how good the academic standard of your EE is against certain mark bands.
 Criterion E deals with and measures your engagement. It is about how you undertake (have undertaken) the whole EE process and how well you
reflect on your own learning outcome; it is about your challenges and successes in the process, your ability to be flexible, alter research question
- if necessary – and it measures your self-management skills, your ability to follow plans and deadlines. Make sure to reflect well!
 Criterion E may represent 18% of the total score for your EE and it constitutes your reflections in EE.

Assessment grade descriptors for the extended essay, Effective May 2018 (Adapted from the EE guide, May 2018)

Grade descriptors
The extended essay is externally assessed, and as such, supervisors are not expected to mark the essays or arrive at a number to translate into a grade.
Predicted grades for all subjects should be based on the qualitative grade descriptors for the subject in question. These descriptors are what will be used by
senior examiners to set the boundaries for the extended essay in May 2018, and so schools are advised to use them in the same way.

Grade A

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Demonstrates effective research skills resulting in a well-focused and appropriate research question that can be explored within the scope of the
chosen topic; effective engagement with relevant research areas, methods and sources; excellent knowledge and understanding of the topic in the
wider context of the relevant discipline; the effective application of source material and correct use of subject-specific terminology and/or concepts
further supporting this; consistent and relevant conclusions that are proficiently analysed; sustained reasoned argumentation supported effectively by
evidence; critically evaluated research; excellent presentation of the essay, whereby coherence and consistency further supports the reading of the
essay; and present and correctly applied structural and layout elements.
Engagement with the process is conceptual and personal, key decision-making during the research process is documented, and personal
reflections are evidenced, including those that are forward-thinking.

Grade B

Demonstrates appropriate research skills resulting in a research question that can be explored within the scope of the chosen topic; reasonably
effective engagement with relevant research areas, methods and sources; good knowledge and understanding of the topic in the wider context of the
relevant discipline; a reasonably effective application of source material and use of subject-specific terminology and/or concepts; consistent
conclusions that are accurately analysed; reasoned argumentation often supported by evidence; research that at times evidences critical evaluation;
and a clear presentation of all structural and layout elements, which further supports the reading of the essay.
Engagement with the process is generally evidenced by the reflections and key decision-making during the research process is documented.

Grade C

Demonstrates evidence of research undertaken, which has led to a research question that is not necessarily expressed in a way that can be explored
within the scope of the chosen topic; partially effective engagement with mostly appropriate research areas, methods and sources—however, there
are some discrepancies in those processes, although these do not interfere with the planning and approach; some knowledge and understanding of
the topic in the wider context of the discipline, which is mostly relevant; the attempted application of source material and appropriate terminology
and/or concepts; an attempted synthesis of research results with partially relevant analysis; conclusions partly supported by the evidence; discussion
that is descriptive rather than analytical; attempted evaluation; satisfactory presentation of the essay, with weaknesses that do not hinder the reading

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of the essay; and some structural and layout elements that are missing or are incorrectly applied.
Engagement with the process is evidenced but shows mostly factual information, with personal reflection mostly limited to procedural issues.

Grade D

Demonstrates a lack of research, resulting in unsatisfactory focus and a research question that is not answerable within the scope of the chosen topic;
at times engagement with appropriate research, methods and sources, but discrepancies in those processes that occasionally interfere with the
planning and approach; some relevant knowledge and understanding of the topic in the wider context of the discipline, which are at times irrelevant;
the attempted application of source material, but with inaccuracies in the use of, or underuse of, terminology and/or concepts; irrelevant analysis and
inconsistent conclusions as a result of a descriptive discussion; a lack of evaluation; presentation of the essay that at times is illogical and hinders the
reading; and structural and layout elements that are missing.
Engagement with the process is evidenced but is superficial, with personal reflections that are solely narrative and concerned with procedural
elements.

Grade E (failing condition)

Demonstrates an unclear nature of the essay; a generally unsystematic approach and resulting unfocused research question; limited engagement with
limited research and sources; generally limited and only partially accurate knowledge and understanding of the topic in the wider context of the
relevant discipline; ineffective connections in the application of source material and inaccuracies in the terminology and/or concepts used; a
summarizing of results of research with inconsistent analysis; an attempted outline of an argument, but one that is generally descriptive in nature;
and a layout that generally lacks or incorrectly applies several layout and structural elements.
Engagement with the process is limited, with limited factual or decision-making information and no personal reflection on the process.

Overall Criteria for the Assessment of the Extended Essay:

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Your work will be assessed by the following assessment criteria:

Criterion A: focus Criterion B: Criterion C: critical Criterion D: Criterion E:

and method knowledge and thinking presentation engagement

understanding

• Topic • Context • Research • Structure • Process

• Research • Subject-specific • Analysis • Layout • Research focus

question terminology • Discussion and

• Methodology and concepts evaluation

Marks Marks Marks Marks Marks

6 6 12 4 6

Total marks available: 34

Assessment criteria for EE adapted from the Extended Essay guide, 2018:
The below criteria are general to all subject disciplines. Subject-specific criteria are available in separate booklets.

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Criterion A: Focus and method
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 topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.

Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the descriptors below.

1–2 The topic is communicated unclearly and incompletely.

 Identification and explanation of the topic is limited; the purpose and focus of the research is unclear or does not lend itself to a systematic
investigation in the subject for which it is registered.
The research question is stated but not clearly expressed or too broad.
 The research question is too broad in scope to be treated effectively within the word limit and requirements of the task or does not lend
itself to a systematic investigation in the subject for which it is registered.
 The intent of the research question is understood but has not been clearly expressed and/or the discussion of the essay is not focused on
the research question.
Methodology of the research is limited.
 The source(s) and/or method(s) to be used are limited in range given the topic and research question.
 There is limited evidence that their selection was informed.

3–4 The topic is communicated.

 Identification and explanation of the research topic is communicated; the purpose and focus of the research is adequately clear, but only
partially appropriate.
The research question is clearly stated but only partially focused.

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  The research question is clear but the discussion in the essay is only partially focused and connected to the research question.
Methodology of the research is mostly complete.
 Source(s) and/or method(s) to be used are generally relevant and appropriate given the topic and research question.
 There is some evidence that their selection(s) was informed.
If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be
awarded for this criterion.

5–6 The topic is communicated accurately and effectively.

 Identification and explanation of the research topic is effectively communicated; the purpose and focus of the research is clear and
appropriate.
The research question is clearly stated and focused.
 The research question is clear and addresses an issue of research that is appropriately connected to the discussion in the essay.
Methodology of the research is complete.
 An appropriate range of relevant source(s) and/or method(s) has been selected in relation to the topic and research question.
 There is evidence of effective and informed selection of sources and/or methods.

Criterion B: Knowledge and understanding

This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question .

Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the descriptors below.

1–2 Knowledge and understanding is limited.

 The application of source material has limited relevance and is only partially appropriate to the research question.

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  Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostly descriptive with sources not effectively being used.
Use of terminology and concepts is unclear and limited.
 Subject-specific terminology and/or concepts are either missing or inaccurate, demonstrating limited knowledge and understanding.

3–4 Knowledge and understanding is good.

 The application of source material is mostly relevant and appropriate to the research question.
 Knowledge of the topic/discipline(s)/issue is clear; there is an understanding of the sources used but their application is only partially
effective.
Use of terminology and concepts is adequate.
 The use of subject-specific terminology and concepts is mostly accurate, demonstrating an appropriate level of knowledge and
understanding.
If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be
awarded for this criterion.

5–6 Knowledge and understanding is excellent.

 The application of source materials is clearly relevant and appropriate to the research question.
 Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are used effectively and with understanding.
Use of terminology and concepts is good.
 The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective knowledge and understanding.

Criterion C: Critical thinking

This criterion assesses the extent to which critical-thinking skills have been used to analyze and evaluate the research undertaken.

Level Descriptor of strands and indicators

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0 The work does not reach a standard outlined by the descriptors below.

1–3 The research is limited.

 The research presented is limited and its application to support the argument is not clearly relevant to the research question.
Analysis is limited.
 There is limited analysis.
 Where there are conclusions to individual points of analysis these are limited and not consistent with the evidence.
Discussion/evaluation is limited.
 An argument is outlined but this is limited, incomplete, descriptive or narrative in nature.
 The construction of an argument is unclear and/or incoherent in structure hindering understanding.
 Where there is a final conclusion, it is limited and not consistent with the arguments/evidence presented.
 There is an attempt to evaluate the research, but this is superficial.
If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than three marks can be
awarded for this criterion.

4–6 The research is adequate.

 Some research presented is appropriate and its application to support the argument is partially relevant to the research question.
Analysis is adequate.
 There is analysis but this is only partially relevant to the research question; the inclusion of irrelevant research detracts from the quality of
the argument.
 Any conclusions to individual points of analysis are only partially supported by the evidence.
Discussion/evaluation is adequate.
 An argument explains the research but the reasoning contains inconsistencies.
 The argument may lack clarity and coherence but this does not significantly hinder understanding.
 Where there is a final or summative conclusion, this is only partially consistent with the arguments/evidence presented.
 The research has been evaluated but not critically.

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7–9 The research is good.
 The majority of the research is appropriate and its application to support the argument is clearly relevant to the research question.
Analysis is good.
 The research is analyzed in a way that is clearly relevant to the research question; the inclusion of less relevant research rarely detracts
from the quality of the overall analysis.
 Conclusions to individual points of analysis are supported by the evidence but there are some minor inconsistencies.
Discussion/evaluation is good.
 An effective reasoned argument is developed from the research, with a conclusion supported by the evidence presented.
 This reasoned argument is clearly structured and coherent and supported by a final or summative conclusion; minor inconsistencies may
hinder the strength of the overall argument.
 The research has been evaluated, and this is partially critical.

10–12 The research is excellent.

 The research is appropriate to the research question and its application to support the argument is consistently relevant.
Analysis is excellent.
 The research is analyzed effectively and clearly focused on the research question; the inclusion of less relevant research does not
significantly detract from the quality of the overall analysis.
 Conclusions to individual points of analysis are effectively supported by the evidence.
Discussion/evaluation is excellent.
 An effective and focused reasoned argument is developed from the research with a conclusion reflective of the evidence presented.
 This reasoned argument is well structured and coherent; any minor inconsistencies do not hinder the strength of the overall argument or
the final or summative conclusion.
 The research has been critically evaluated.

Criterion D: Presentation
This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this
aids effective communication.

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Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the descriptors below.

1–2 Presentation is acceptable.

 The structure of the essay is generally appropriate in terms of the expected conventions for the topic, argument, and subject in which the
essay is registered.
 Some layout considerations may be missing or applied incorrectly.
 Weaknesses in the structure and/or layout do not significantly impact the reading, understanding or evaluation of the extended essay.

3–4 Presentation is good.

 The structure of the essay clearly is appropriate in terms of the expected conventions for the topic, the argument, and the subject in which
the essay is registered.
 Layout considerations are present and applied correctly.
 The structure and layout support the reading, understanding, and evaluation of the extended essay.

Criterion E: Engagement
This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of
the assessment of the essay and is based solely on the candidate’s reflections as detailed on the RPPF, with the supervisory comments and
extended essay itself as context. Only the first 500 words are assessable.

Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the descriptors, an RPPF has not been submitted, or the RPPF has been submitted in a language

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 other than that of the essay.

1–2 Engagement is limited.

 Reflections on decision-making and planning are mostly descriptive.
 These reflections communicate a limited degree of personal engagement with the research focus and/or research process.

3–4 Engagement is good.

 Reflections on decision-making and planning are analytical and include reference to conceptual understanding and skill development.
 These reflections communicate a moderate degree of personal engagement with the research focus and process of research,
demonstrating some intellectual initiative.

5–6 Engagement is excellent.

 Reflections on decision-making and planning are evaluative and include reference to the student’s capacity to consider actions and ideas in
response to challenges experienced in the research process.
 These reflections communicate a high degree of intellectual and personal engagement with the research focus and process of research,
demonstrating authenticity, intellectual initiative and/or creative approach in the student's voice.

Academic Honesty:
Academic integrity or academic honesty is one of the expectations of the IB curriculum which is regarded with the utmost importance and stature. This is
primarily because information gathered from different sources, if not given credits or acknowledged, it is considered as a malpractice. Simply put – stealing.
Hence all sources and resources must be duly and appropriately cited. In GHIS, the approved citing format is the APA style (American Psychological
Association). Find more information on APA referencing technique online. All sources should be cited in the bibliographic section or page of the EE which is
usually one of the final sheets. The sources have to be credible and be careful to identify such sources as there is a lot of misleading information (fake news)
online. Confirm your references with your supervisor.

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Bibliography: is an alphabetical list of every source used to research and write the essay. The bibliography /works cited page must list only those sources
cited.

Citation: is a shorthand method of making a reference in the body of the essay when you quote from a source or make a paraphrase of an idea/argument.

If a student is found to have committed academic malpractice and has overlooked to add a reference to any sources, the supervisor will not be able to
authenticate the student’s work. This will call for consequence given by the DP coordinator based on IB standards on academic integrity.

What are my deadlines?

The following table gives you the overall deadline chart for EE in GHIS:

EXTENDED ESSAY ESSENTIALS DUE DATES REQUIREMENTS TO BE COMPLETED

Research Question (RQ) + Subject January 24, 2019 (Year 1) 1. Choose Subject of interest
Allocation + Assignment of Supervisor 2. Identify the topic of interest
3. Identify the subject teacher and communicate your idea
4. Develop a draft research question to be approved by the supervisor

First Reflection March 11-15, 2019 (Year 1) 1. Research question to be fixed and finalized
2. Outline of the research work to be planned with the supervisor
3. Record comments in the RPPF

Second Reflection + Partial Draft (2000 June 17-19, 2019 (Year 1) 1. The essay has to be at least half completed
words) 2. Review with the supervisor and record comments in the RPPF

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Full EE Draft (4000 words) September 15, 2019 (Year 2) 1. First completed draft of the EE has to be submitted to the supervisor for review
2. The bibliographies have to be in place

Final EE Submission October 13, 2019 (Year 2) 1. Final submission date for the completed EE
2. The final draft has to be uploaded in the ManageBac

Viva Voce + Third Reflection October 27, 2019 (Year 2) 1. Final reflection - viva voce with the supervisor
2. Record final reflection comments and upload RPPF in the ManageBac system
3. Supervisors complete the final report in the RPPF and upload for IB assessment

Let’s put the essay together!

Include all of the following in the final presentation of your extended essay:

1. Title/Topic
a. A summative statement indicating the focus of the essay, help understand the reader what your essay is about.
b. You should choose a topic you find both interesting and challenging
c. It is important that the topic is narrow enough for an in-depth study
d. You are unlikely to change the world with the content of your EE. You are not expected to write something totally new, just new to you
e. You are to formulate your own research question. The supervisor will help. Stick to narrow questions: “To what extent were Hitler’s educational
aims fulfilled in the Uhland Gymnasium 1937-1939“ is a good research question whereas “ How successful were the Nazis in maintaining control
“ is a poor one, much too broad.
2. Title page
a. Your title should clearly and directly indicate the focus of your essay.
b. Include the word count of your essay.
c. Do not include your name or your student number anywhere on your essay.
d. If writing English A or language B you must specify your category
3. Contents page
a. List the sections and page numbers of your essay such as introduction, body, conclusion, and works cited page.

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 b. Do not include the abstract in your contents page.
4. Introduction
a. This should be the abstract and background information of your essay
b. What is your topic, i.e. your research question? Why have you chosen it? How are you going to deal with it?
c. The scope of the research, in particular, an indication of the sources used
d. A clear statement of the thesis and argument, i.e. the response to the research question to be developed in the essay.
e. While you should have a sense of direction and the key focus of your essay, it is sometimes advisable to write the introduction when the body of
the essay is complete

5. Body

a. Research analysis, discussion, and evaluation

b. This is the section where you are expected to show your skills, analysis, findings, and discussions of your research work.
c. Each subject chosen has a subject-specific guidance format that will be shared with your supervisor, who will in turn share and guide to write your
research body.
d. Remember that the EE is all about constructing a reasoned argument that is an answer to the research question, an argument that is logical and
coherent and often returns explicitly to the formulation of the RQ: Example – RQ: To what extent can Lucy in …. Be considered a feminist? One way
in which Lucy can be looked on as a feminist is when ……. Another way in which Lucy can be looked on…
e. Sub-headings and other information can be added based on the subject chosen and the supervisor will guide you accordingly.
f. Numbered footnotes can only be used for reference purposes (linked to bibliography). All info and arguments related to answering your research
question must be included in the body of the essay.

6. Conclusion

a. A summative conclusion on what has been achieved as a result of the research.

b. You can discuss the results and unanswered questions that require more research and any limitations.
c. Make sure the conclusion is coherent to the body and finishes the essay with a cherry on the top!

7. Bibliography

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 a. Include the primary and secondary sources of information to which you made references in your essay.
b. Follow APA referencing guide in documenting these references.

Formatting:

The 4000-word limit does not include the following:

The essay has to be in 12 – point, Times Roman format. Follow the APA style of essay formatting. The pages have to be numbered. Make sure all data
whether they are charts, tables or diagrams, they have to be electronically fit and must be included in the body of the essay. Your IB examiner will not read
beyond the 4000-word limit. An essay that is well below the word limit, for example, 3400 words, will likely receive a low grade. An essay that is above the
word limit will be penalized. The essay can be in a docx. Or PDF format

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Finally, when done, submit the essay by the deadline to your supervisor. The supervisor will then complete his final review and report your performance in
the RPPF. Both documents will be sent to IB for external assessment. IB is particular about late submissions and they do not accept late submissions.

What should you include in your reflections?

To guide you in writing your reflections, consider the following:
 The helpful feedback and direction are given to you by your supervisor
 Your progress during their research, planning, and writing processes such as the how good were your decisions and how effective were they
 The struggle of time management and overcoming setbacks
 The need to re-examine or even change central arguments
 The challenges of finding appropriate sources and methodology
 Your engagement with the data
 A sense of your frustrations and successes.

You are expected to develop and show the skills of research, critical thinking, self-management and communication in your EE. Reflection sections are the
spaces that reflect most on your self-management skills. Commenting on learning processes, acquired knowledge, moments of discovery and insight will
guide the IB examiner in assessing your work.

Few tips and guidelines:

 Keep a track of the deadlines and meet them with well-prepared reflection sessions. Deadlines are to help you manage your time which if failed to
keep will mount to pressure in the future with other deadlines of the school interfering and giving you a hard time. Time management is the key.
 Make a good research plan and jot down the ideas that will go into each section. Read primary sources carefully and verify your contents. This will
help you to start filling in information in each section slowly and finally to put the essay together will not be difficult at all. 4000 words will be a
piece of cake!
 See to it that you are saving and citing your resources side by side as you continue your research. This will help in relieving from frustrations in the
last minute and save you a lot of time. Easybib is a good citation site.
 Maintain a healthy and prompt relationship with your supervisor. Remember, you will have to follow-up with your supervisor for reflections and
help.

Extended Essay Checklist:

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o The subject I have chosen and my supervisor. My Subject and Supervisor _________________________________________

Inquire my supervisor for recommended sources of information

Read, read and read!! Get an idea and decide on the research question

Get my supervisor’s approval of my research question

Meet the supervisor for the first reflection, fix the outline for research and confirm primary sources

Formulate RRS and start referencing

Complete and upload first reflection comments in RPPF through ManageBac

Create my own schedule to start writing and putting information together

Approval from my supervisor of the first draft before writing the entire draft of the essay

Report difficulties or changes to my supervisor and acquire guidance

Submit my 2nd draft – half the essay for feedback

Revise my essay according to my supervisor’s feedback

Write and upload my interim reflection

Proofread the essay. Check formatting and other presentation requirements. Submit the final draft.

Complete the final reflection interview with my supervisor and upload the RPPF for the final time with final reflection comments

Bibliography:

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Handbook model references:

Pueblo West High School, Extended Essay Handbook (2018). Retrieved from
http://pwh.district70.org/wp-content/uploads/2012/07/Extended-Essay-Guide.pdf

Lutheran College High School, Extended Essay Handbook (2018). Retrieved from
https://www.luthercollege.edu/public/images/Extended_Essay_Handbook.pdf

Extended Essay. Ikast-Brande Gymnasium. February 2018. (GD). 1. T Retrieved from www.ikast-gym.dk/Admin/.../Download.aspx?...filer%2FExtended-Essay
%2FEE...pdf

Extended Essay Guide references:

Extended essay grade points chart - Google Search. (2018). Retrieved from https://www.google.co.il/search?
q=Extended+essay+grade+points+chart&rlz=1C1LENP_enIL776IL776&source=lnms&tbm=isch&sa=X&ved=0ahUKEwihkdDMhtzeAhUHBcAKHYb2APAQ_AUID
igB&biw=1600&bih=709#imgrc=qXl0_Cvn8-sEiM

Extended Essay guide. (2018). Retrieved from https://ibpublishing.ibo.org/extendedessay/apps/dpapp/guide.html?

doc=d_0_eeyyy_gui_1602_1_e&part=1&chapter=1

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