The Extended Essay Doreen Chonko Barbara Dirscherl Palm Harbor University High School Palm Harbor, Florida Its all in the PROCESS!

The Extended Essay

Doreen ChonkoBarbara Dirscherl

Palm Harbor University High SchoolPalm Harbor, Florida

It’s all in the PROCESS!

© International Baccalaureate Organization 2009

The Diploma Programme

Page 2


The Extended Essay Requirements

Chosen from approved DP list Involves higher level research Opportunity for personal research Required for all DP candidates Aligned with Learner Profile 40 hour commitment for student Externally Assessed


Extended Essay Requirements

4000 word maximum 300 word abstract No editing by supervisor Supervisor submits predicted grade and

supervisor’s report TOTAL assessment points 0-36 Point relationship between EE TOK



New Regulation for May 2010

Any student obtaining an E grade on either the TOK essay or extended essay must achieve 28 points overall in order to be eligible for the award of the diploma. • An addition to the existing rule that E grades in both TOK

and the extended essay lead to automatic failure.• Coordinators must ensure that all affected students and

teachers are aware of the change.

The idea is to encourage all students to take the core requirements seriously, not to produce a higher failure rate.


Point Range

Excellent Excellent (3)

Excellent Good (3)

Excellent Satisfactory (2)

Excellent Mediocre (2)

Excellent Elementary (1)

Good Good (2)

Good Satisfactory (1)

Good Mediocre (1)

Satisfactory Satisfactory (1)


TOK and EE Sample Topics

TOK Topics:• Are reason and emotion equally necessary in justifying moral

decisions?• Does language play roles of equal importance in different

areas of knowledge? Extended Essay Topics:

• Personal Use of Language and its Effect on Action and Thought in William Faulkner’s As I Lay Dying. (3583 words)

• How far was the decision to abandon the Soviet economic model in China during the mid-1950s due to political and ideological reasons? (3860 words)


What’s Different for 2009

Strongly Recommended that supervisors spend 3-5 hours with each student supervised

Works Cited / Bibliography lists only sources cited

One set of general assessment criteria A-K interpreted for each subject• Subject specific criteria is overlaid

Concludes with the Viva Voce


What is the Viva Voce?

Verbal interview. Lasts between 10-15 minutes Serves as conclusion to the EE process Opportunity for reflection Serves as plagiarism and malpractice check Should end on positive note Refer to page 20 in EE Guide


Why Teach to the

Extended Essay?


Would This Student Get the IB Diploma?

English A1 (HL) 4 Spanish B (SL) 4

History (HL) 4 Math Methods (SL) 4

Chemistry (HL) 4 Economics (SL) 3

Extended Essay/TOK +1

CAS 200 hrs.Yes, meets point total requirement of 24.




Biology (HL) 4 Mathematics (SL) 5

Chemistry (HL) 3 History (SL) 5

Extended Essay/TOK 0

CAS 175 hrs.No, needs point total requirement of 28 (has 26).




History (HL) 4 Math Methods (SL) 5

Chemistry (HL) 2 Economics (SL) 4


CAS 150 hrs.Yes, meets point total requirement of 28.



English A1 (HL) 4 French B (SL) 4

Physics (HL) 3 Mathematics (SL) 6

Psychology (HL) 4 History (SL) 5


CAS 150 hrs.

No, needs point total requirement of 28 (has 27).


What College Writing Is…

Academic writing done by scholars for scholars.• “…being a scholar requires that you read, think, argue, and

write in certain ways.” Academic writing devoted to topics and questions that are of

interest to the academic community.• “When you write an academic paper, you must…find a topic

or question that is relevant and appropriate.” Academic writing [presents] the reader with an informed argument.

• “To construct an informed argument, you must first try to sort out what you know about a subject from what you think about a subject.”

--quoted from The Dartmouth Writing Projecthttp://www.dartmouth.edu/~writing/materials/student/ac_paper/what.html


The Iceberg Model 1/8 = Writing Phase Student works independently to

prepare the final EE:• Revision conference drives final

version of essay• 100% of examiner’s mark

7/8 = Pre-Writing/Draft Phase Student works with supervisor to:

Explore and discuss ideas• Locate resources• Develop suitable research question• Write draft—monitor progress• Read final paper, complete

supervisor’s report


Activity #1: Examining Current Practice

Describe how you currently organize the EE Process

Overall—how well do your students score on the EE?

What EE tasks do your students find most difficult?

Name 1- 3 student tasks or organizational aspects of your program that are successful.

What’s your BIGGEST recurring problem and how do you handle it?


Common Problems Across Disciplines

Abstracts (J) Research questions (A, C) Constructing effective arguments, analyses

(D, E, F, G) Writing critical evaluations (E, F) Referencing primary / secondary sources (I) Weak conclusions—lack of synthesis (H) Limited holistic judgment (K)




The EE Manual First Examinations 2009

Assessment Criteria

Subject Area Requirements


Core Components Introduction – Outline

• General information for all subjects• Responsibilities—school, supervisor,

student Each Subject Area

• Overview• Choice of Topic• Treatment of the Topic• Interpretation of Assessment Rubric


EE Assessment Criteria

Provides overview of what each criterion assesses

Forms basis for scoring rubric Further advice on interpreting assessment criteria provided within guidelines for each subject in “Details—subject specific” section


Using theExtended Essay

Assessment Rubric


Scoring Guidelines For

Supervisors


Web Resources

Dartmouth College Writing Programhttp://www.dartmouth.edu/~writing/materials/student/toc.shtml

Elements of Style (Strunk and White) http://www.bartleby.com/141/

Guide to Grammar and Writing at Capital Community College http://grammar.ccc.commnet.edu/grammar/index.htm


Activity #2: Scoring Practice

End of Day One


Scores for Sample EssaysLanguage A1Toni Morrison AThe Things They Carried CWizard of Oz DFrench BPourquoi Sartre AEst-ce qu’on peut parler CL’umpact de l’industrie DHistoryNazi Film and Radio APeron Presidency CState of Israel D


Scores for Sample Essays

BiologyLight Intensity AAge – Short Term Memory CWashing Powder DChemistryCopper Ions AEnthalpy – Entropy CAlternative Fuels DPsychologyCerebral Dominance AParent’s Divorce BVietnam War C


Scores for Sample Essays

PhysicsSound Transmission BLight Wavelength CResonance Theories DMath Pascal’s Triangle AAnalysis of Global Warming CRubik’s Cube DMusicBeethoven – Chopin ADavid Bowie BEffect of Music D


Want More Points? Attend to Details

G: Use of Language• The language used communicates clearly

and precisely. Terminology appropriate to the subject is used accurately, with skill and understanding. (Achievement Level 4) Style, Usage

• Tips for Avoiding Colloquial Language• Elements of Style (online)



I: Formal Presentation• This criterion assesses the extent to which the layout,

organization, appearance and formal elements of the essay consistently follow a standard format.

• The formal elements are: title page, table of contents, page numbers, illustrative material, quotations, documentation (including references, citations and bibliography) and appendices (if used).

– Issue written guidelines (required format) to students– Stress the importance of neatness and readability

(helps examiners who read many, many papers)



K: Holistic Judgment• The purpose of this criterion is to assess the qualities that

distinguish an essay from the average, such as intellectual initiative, depth of understanding and insight. While these qualities will be clearly present in the best work, less successful essays may also show some evidence of them and should be rewarded under this criterion.

• Supervisor’s comments on “green sheet” are critical.

• “The essay shows considerable evidence of such qualities.” (Assessment Level 4)

• Cannot be achieved without supervisor comments


Supervisor’s Roleand

Responsibilities


Recommendations for Supervisors

Spend sufficient time with candidates

• “Candidates need guidance on several aspects of the writing and research process, and this can only be achieved on an ongoing basis….Effective supervision is a crucial part of the learning process involved in writing the extended essay. Without effective ongoing supervision the process becomes a chore for the candidate and a fruitless exercise in the end.”

• Excerpted from the EE Biology Report – May 2004


Supervisor Responsibilities

Discuss choice of topic Help formulate research question Ensure research question satisfies legal and ethical

standards Advise students on how to:

• Gather and analyze information/evidence/data.• Encourage consultation with school librarian(s)

• Write an abstract.• Document sources in standard format.

• Encourage consultation with school librarian(s)• Participate in the viva voce.



Read sample essays and examiners’ reports.• Make samples and reports available to

students.• Let students score sample essays.

Spend 3 to 5 hours with each student (strongly recommended)• Students may work with or consult external

sources, but the supervisor is responsible for completing all requirements stated.



Know subject area assessment criteria Read and comment on the first draft only

• Does not edit the draft• See IBO Clarification Statement, March ‘08

Monitor progress Read final version to confirm authenticity Submit predicted grade Complete supervisor’s report Report malpractice if suspected


Academic Honesty

Student is ultimately responsible Work or ideas of others must be fully and correctly acknowledged

Supervisor confirms that the EE submitted is the authentic work of the student

Both plagiarism and collusion are forms of malpractice

Same piece of work, or two versions of same, cannot be submitted by student


School’s Roleand

Responsibilities


School’s Major Responsibilities

Ensures that all EEs conform to regulations Knows which subject areas can be selected

from approved list• Can your students write about dance or

film? Disseminates information/guidelines to

supervisors and students Provides students with qualified faculty

supervisors who teach in the school


Strongly Recommended that Schools

Set internal deadlines for stages, including the viva voce interview.

Ensure that students have been taught the necessary research skills.

Provide appropriate training for supervisors.


What Exactly is an Abstract?

Activity #3:Writing/Editing Abstracts


The Extended Essay Abstract

Does not exceed 300 words. Should examine development of EE argument and

importance of conclusions reached. Must clearly state:

• Research question• Scope of investigation (how conducted)• Conclusions reached

Introduces reader (examiner) to entire scope of the EE.


It’s Just One Question!How Difficult Can That Be?

Activity #4:

Developing Research Questions


Command Terms Can Become Question Stems

Account for — Asks candidates to explain a particular event or outcome. Candidates are expected to present a reasoned case for the existence of something.

How — On its own this is a straightforward invitation to present an account of a given situation or development. Often a second part will be added to such an essay question to encourage analysis.• Adding a second word such as "successfully", "effective",

"accurate", or "far" turns a "how" question into one that requires a judgment. The candidate is now expected to provide his/her detailed reasons for that judgment.


Command Terms Can Become Question Stems

To what extent — Asks candidates to evaluate the success or otherwise of one argument or concept over another. Candidates should present a conclusion supported by arguments.

Why — This short key word invites candidates to present reasons for the existence of something. Thus, the brevity of this command rather disguises a powerful requirement to present a detailed, reasoned argument. In effect it is similar to the invitation "account for".


Group Assignment: Writing Arguments

Try the following format:

1. General Subject:

2. Focus 1:

3. Focus 2 (if necessary):

4. Argument:

5. Question:

End of Day Two


A Research Base for Working with EE Students

Munro, J. “The Influence of Student Learning Characteristics on Progress Through the Extended Essay.” Journal of Research in International Education 2 (1): 5-14.

Examined influence of 3 learning factors on 3 EE groups in relation to old assessment rubric• Students’ approach to learning

• Motivational style

• Cognitive style



Deep motive: to increase one’s knowledge of a topic• Learning strategy: focuses on underlying meaning of topic;

searches for meaning; questions ideas to achieve better understanding; links new information with what is known; takes ideas apart and examines from multiple perspectives

• Surface motive: to retain knowledge to meet a criterion unrelated to the idea– Learning strategy: focuses on superficial features of topic,

learning and memorizing in an unquestioning way so they can be reproduced at later date

• Achieving motive: to achieve at a level relative to others– Learning strategy: focuses on organizing and structuring

knowledge of topic in most efficient way (managing time commitments, working space, resources) with purpose of optimizing a grade or meeting other external criteria



EE requires use of all 3 approaches • Deep approach delivers higher order outcomes (analysis,

synthesis, creativity, risk taking, knowledge production)• Achieving approach helps student establish plan of action,

monitor progress, use resources effectively• Surface approach assists in short term retention of

information and applying conventions Potential Problem Areas

• Surface strategies less efficient than deep strategies in relation to information processing

• Deep strategies permit rapid ID of key ideas in a source and use of prior knowledge as scaffold

• Students using surface strategies less likely to search for unifying principles between prior knowledge and source information.



Study examined 3 groups in relation to learning dimensions(N= 39, n = 12, 12, 15)• A Group -- students who scored 21 - 24 on general

assessment criteria • B Group -- students who scored 17-20 on GAS• C Group -- students who scored 11-16 on GAS

Participants were re-grouped for subject specific criteria• A = scored 11-12• B = scored 9-10• C = scored 6-8



Results: Students with A – B scores on GAS had similar deep

and achieving motives for learning and used them at similar levels

Students with C scores more likely to use deep strategies, less likely to use achieving strategies• (time management, organization, structure)

Students with A – B scores more likely to use analytic strategies

Students with C scores more likely to switch topics when encountering difficulty



At the subject specific level (SAS): Approach to learning did not influence Students in group 3 less motivated to learn topics by

analyzing and deconstructing.• Motivated to absorb information and memorize; pursued

topics deemed “intrinsically interesting”

Overall—• Highest scoring students showed balanced use of deep and

achieving strategies• Lowest scoring showed higher use of deep strategies


Training Considerations for Supervisors

How are supervisors trained now? Do you need to train additional supervisors outside IB

faculty? Who should be involved in supervisor training?

• School Librarians • EE Coordinator • Subject area Specialists

What should a professional development course include?

How can EE data be used to shape practice?


A supervisor’s best advice to an IB student:

Nobody’s denying you the right to vent the despair in your twisted and tortured IB soul…just don’t do it when you’re writing the extended essay!

The Extended Essay Doreen Chonko Barbara Dirscherl Palm Harbor University High School Palm Harbor, Florida Its all in the PROCESS!

Documents

assessed slide

ee tok slide

history sl

extended essay topics

ee guide slide

extended essay requirements

extended essaytok

viva voce slide