1. What is it? And why should I care?
The Extended Essay
What is it?
And why should I care?

2. The Extended Essay is a requirement of the diploma program.

3. A piece of independent research
you have control & are responsible for getting it done
Self-directed
You decide what you want to write about & how you’re going to conduct & organize your research
4000 words in length
Places strong emphasis on the research process

4. IB Requirements Over the course of the two-year programme, students:
study six subjects chosen from the six subject groups
complete an extended essay (EE)
follow a theory of knowledge course (TOK)
participate in creativity, action, service (CAS).

5. IB Curriculum

6. Nature of the Learner Profile
The IB learner profile is the IBO mission statement translated into a set of learning outcomes for the 21st century.
The attributes of the profile express the values inherent to the IB continuum of international
education: these are values that should infuse all elements of the Primary Years Programme (PYP), Middle
Years Programme (MYP) and Diploma Programme and, therefore, the culture and ethos of all IB World
Schools. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire,
motivate and focus the work of schools and teachers, uniting them in a common purpose.
The IBO’s concept of an educational continuum, and of a coherent, broad-based international curriculum,
was fully realized in 1997 with the introduction of the PYP. The IBO is now able to offer three programmes of
international education and, with them, the prospect of a continuous international educational experience
from early childhood to pre-university age. While the IBO now offers a sequence of three programmes—the
PYP, the MYP (introduced in 1994) and the Diploma Programme (introduced in 1969)—each programme
must continue to be self-contained, since the IBO has no requirement for schools to offer more than one
programme. However, they must also form an articulated sequence for those schools that teach all three
programmes or any sequence of two.
With the development of a continuum of international education, it is intended that teachers, students and
parents will be able to draw confidently on a recognizable common educational framework, a consistent
structure of aims and values and an overarching concept of how to develop international-mindedness. The
IB learner profile will be at the heart of this common framework, as a clear and concise statement of the
aims and values of the IBO, and an embodiment of what the IBO means by “international-mindedness”.

7. IB Learners Strive to be…
Aim of all IB programmes
Internationally Minded
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
IB learners strive to be:
Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance.
In so doing, they acquire in-depth knowledge and develop understanding
across a broad and balanced range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical
decisions.
Communicators
They understand and express ideas and information confidently and creatively
in more than one language and in a variety of modes of communication. They
work effectively and willingly in collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany
them.
Open-minded
They understand and appreciate their own cultures and personal histories, and
are open to the perspectives, values and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of points
of view, and are willing to grow from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas
and strategies. They are brave and articulate in defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotional balance
to achieve personal well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order to
support their learning and personal development.

8. The EE demonstrates that you:
are an inquirer;
have become more knowledgeable about your subject thru’ research and self directed inquiry;
can think critically about your material and not just regurgitate information;
Are able to communicate your ideas clearly & with confidence in a way that is 0pen-minded, balanced and reflective;
Can be an intellectual risk taker;
Can act in a principled manner by giving credit to all sources used;
Can demonstrate a caring attitude by treating anyone involved in your study with dignity, empathy and respect (this includes your mentor).

9. Emphasis is placed on the Research Process
Choose a topic (no later than June th )
Formulate the research question
Plan the investigation & writing process
Plan a research structure (outline)
Undertake some preparatory reading
Carry out the investigation (May – Nov.,2014)
formulating an appropriate research question
engaging in a personal exploration of the topic
communicating ideas
developing an argument.

10. IB Requirements
Participation in this process develops the capacity to:
analyze
synthesize, and
evaluate knowledge.
Students are supported throughout the process with advice and guidance from a supervisor (a teacher at GFSS).

11. Diploma Point Matrix Theory of Knowledge Extended Essay Excellent A
Good B
Satisfactory C
Mediocre D
Elementary E
Not Submitted 3 2
1 + Failing
Condition* N 1
Failing
Condition*(2)
1 + Failing Condition*
Failing Condition*
Not
submitted
N(3)

12. What does this mean?
If you fail to submit a TOK essay, or fail to give a TOK presentation, you are given N for TOK.
Failing condition*: An E in either TOK or the EE is a failing condition. However, provided that your total diploma score is 28 or more, you can carry one failing condition and still be awarded the diploma. Nevertheless, having a failing condition puts your diploma at risk (if you get points, or if you have another failing condition).
An N in any subject, including TOK, means you will not be awarded a diploma.

13. Choosing a Supervisor/Mentor
Must be a teacher at GFSS
Should be a teacher with whom you can work effectively
Remember, teachers are not required to supervise an extended essay
Teachers normally only supervise 3 – 4 students so don’t procrastinate (you can begin asking on May 8)

14. Supervisor/Mentor (you may begin your search on Tues
Supervisor/Mentor (you may begin your search on Tues., May 28 – not before)
The extended essay supervisor has a few principal responsibilities:
Provides advice & guidance in the skills of undertaking research
Encourages & supports the student throughout the writing of the EE
Helps you decide on and refine your research question
Ok’s the final research question
Knows the regulations governing the EE & the assessment criteria
Reads & comments on first draft only – does not edit the draft
Monitors the progress
Submits a predicted grade
Completes the supervisor's report
1. to encourage and support the candidate throughout the research and writing of the extended essay
2. to provide the candidate with advice and guidance in the skills of undertaking research
3. to ensure that the extended essay is the candidate’s own work & follows the established EE guidelines
4 to complete an evaluation of the students work
5. reads and comments on the first draft only of the extended essay (but does not edit the draft)

15. Viva Voce (mandatory)
The Viva Voce is a short interview (about 10 min) between the student and the supervisor
the conclusion of the EE process
Students who fail to attend the Viva Voce must realize that a comment to this effect may appear on the coversheet of the EE and may be disadvantaged.
The viva voce serves the following purposes.
A check on plagiarism and malpractice in general
An opportunity to reflect on successes and difficulties in the research process
An opportunity to reflect on what has been learned
An aid to the supervisor’s report

16. Structure of the Extended Essay
A common assessment rubric has been established

17. Read it carefully ...
“It was really helpful when my supervisor handed me a copy of the assessment criteria from the guide, but I just wish it could have been easier to understand.”

18. And understand it! 11 assessment criteria
the level your work has reached is determined separately against each of these by the examiner
Each criterion is judged on its own merit
There may be some ‘knock on’ cumulative effect
Each assessment statement has a stem which explain what is being assessed, followed by descriptors that state the qualities that should be demonstrated to reach a certain achievement level
Subject choice plays a role in each level

19. Assessment Rubric A -- Research Question (2) B -- Introduction (2)
C -- Investigation (4)
D -- Knowledge and Understanding of the topic studied (4)
E – Reasoned Argument (4)

20. Assessment Rubric, cont’d.
F – Application of analytical and evaluative skills appropriate to the subject (4)
G – Use of Language appropriate to the subject (4)
H -- Conclusion (2)
I – Formal Presentation (4)
J -- Abstract (2)
K – Holistic Judgment (4)

21. Student Responsibilities
It is required that students:
Choose an appropriate topic
Observe the regulations relating to the EE
Meet internal school deadlines
May 28th – June 4th : topic meeting date with your teacher supervisor sign up on Ms. Habib’s office door
May 28th : begin searching for a teacher supervisor
May 28 – June 3: individual conferences for topic approval & mentor verification with your mentor
Mon., June 2: Contract for Supervision of EE & Final Topic Confirmation to Mrs. Marsh in the Library (go to website or EE Guide for necessary forms)
Attend the UTM Research Workshops on June 5 or 6
1. choose a topic that fits into one of the subjects on the approved extended essay list (in the Vade Mecum)
2. observe the regulations relating to the extended essay
3. meet deadlines
4. acknowledge all sources of information and ideas in an approved academic manner.

22. Student Responsibilities
It is strongly recommended that students:
Start early (sign in to the library every day after your exams are completed)
Think carefully about the research questions
Plan how, when & where you will find the research material
Plan a schedule for researching and writing the essay
Record all sources accurately
Have a clear structure for the essay before beginning to write
Check & proofread the final version carefully
Treat your supervisor appropriately according to IBO guidelines (start hunting for a mentor on Tues., May 8th and not a minute before)
Go to our school website for direction (under IB; Extended Essay) or consult the EE Guide
1. start work early
2. think very carefully about the research question for their essay
3. plan how, when and where they will find material for their essay
plan a schedule for both researching and writing the essay, including extra time for delays and unforeseen problems
5. record sources as their research progresses (rather than trying to reconstruct a list at the end)
6. have a clear structure for the essay itself before beginning to write
7. check and proofread the final version carefully
8. make sure that all basic requirements are met (for example, all students should get full marks for the abstract).

23. Choice of Topic
You must honor the deadlines:
Sign up sheets for topic conference meeting dates on Ms. Habib’s office door
Attend your individual conference for final topic approval & mentor verification during the month of May
June 2 – you must have your topic and mentor in place
June 2 - Submit Contract for Supervision of EE & Final Topic Confirmation (on website & in EE Guide) to Mrs. Marsh in the Library
Have your topic in mind for the UTM field trip
Submit your first rough draft on Tuesday, Sept. 2
Submit final copy of essay to turnitin.com on Mon., Dec. 8
Absolute Deadline:
Monday, January 12th at 3 p.m. in the library
1. Pick a topic that you are interested in studying further
2. The topic should allow you to collect information, analysis and evaluate in depth
3. Ensure that there are the needed resources available

24. Deciding on your topic Your supervisor may help you:
Ensure that the chosen research question is appropriate for the subject
Advise you on:
Access to appropriate resources
Techniques of information, evidence , data gathering, and analysis
Writing an abstract
Documenting sources

25. Try to find an interesting topic:
Interest can stem from a wide range of experiences:
A book, newspaper article, magazine piece that interested you
An author, historical figure, performer who inspires you
A website that looks intriguing
A film, musical performance or play that captivated you
An experiment that captured your imagination
A natural phenomenon that you’d like to know more about
An idea that you heard in class that you’d like to explore further
A TOK topic that fascinated you
An issue or problem in the local community that irks you
A significant event in your own life or in the life of your ancestors

26. Consider the following:
A research topic and question will not appear out of nowhere; you have to find it
Spending a lot of time on this step is not a waste of time
Make sure it falls within a recognized IB subject
Make sure a supervisor is available for this topic
Make sure there is information available to research
Consider all safety & ethical issues beforehand

27. Establishing the Research Question
Consult your supervisor because he/she is the subject specialist
Know exactly what it is you want to write about
Follow these steps:
Decide on your subject
Decide on a topic within this subject
Explore and then develop some possible research questions relating to this topic
Show them to your supervisor
Decide on the most suitable one

28. Subjects to Consider

29. English A1
An opportunity to explore a writer or topic that excites or absorbs you
Do not choose a work that is studied in class
Conduct an in-depth literary topic
Engage in independent literary criticism and only include some establish critical comment if necessary
Literary works often address philosophical, political or social questions, so the major focus of the essay should be the literary treatment of such questions
The literary work should not be treated simply as documentary evidence in a discussion of philosophical, political or social issues
Always consider how the texts work as literature, dealing with aspects such as the effects they achieve, the devices they use, and the way they are written

30. Biology (living organisms & life processes)
Your chance to actually be a biologist ; you will actually do some science
As an independent researcher you should start with your own idea
You have a chance to find out about living organism and investigating them first hand
Where? In your garden, on school grounds, your kitchen, under a stone ...
Observe the diversity of life forms around you and they way they change in the environment
You must incorporate biological theory and emphasize the essential nature of this subject
Can be based on data collected by student thru’ experimentation, survey, observations, fieldwork OR on data/information obtained from literature from a primary source that is manipulated or analyzed in an original way
Most biology EEs that conduct the second kind of research tend to do poorly because students tend to simply restate facts or date taken directly from the original source and are of little value

31. Chemistry
Provides an opportunity to investigate a particular aspect of the materials of our environment
Chemistry is the science that deals with the composition, characterization and transformation of substances
Should incorporate chemical principles and theory, and emphasize the essential nature of chemistry, relating to the study of matter and of the changes it undergoes.
This EE must be characterized by a particular chemical emphasis within a more general set of research criteria
Outcome of the research must be a coherent and structured piece of writing that effectively addresses a particular issue or research question and arrives at a particular, and preferably personal, conclusion.

32. Economics
Choose a topic which to which you can actually apply some economic theory; use a theory you’ve learned about in class
Don’t summarize other people’s views
You must undertake in-depth research in an area of personal interest
Apply economic theory to real world situations
You may carry out original research on a topic within any of the syllabus sections in the current Economics guide
An EE in microeconomics gives you the ability to carry out primary research in the form of surveys, questionnaires, or interviews
Analyze and evaluate the outcomes of your research
Outcome of the research should be a coherent and structured analytical essay that effectively addresses the particular research question

33. History
A good history essay has to be well research and well organized
Anything that has happened within the last 10 years is not considered history
This means looking for and reading a lot of sources
Keep a list of all sources you find
Do not summarize general secondary sources
Primary sources are the key
Use primary and secondary sources in order to establish and apprais varying interpretation
Analyze sources in order to explain changing views over time of particular happenings or developments
Collect and analyze oral and written data
Note cards are essential
NoodleTools is the way to go here (see Ms. Ludin for further information)

34. Mathematics
An opportunity to investigate a mathematical idea or application that you’ve found intriguing
A mathematics EE means doing math as well as discussing it
You can do one of the following:
The applicability of math to solve both real and abstract problems
The beauty of math as in, for instance, geometry or fractal theory
The elegance of math in the proving of theorems
The origin and subsequent development of a branch of math over time
The link between different branches of math
The way a branch of math has been born, or flourished, as a result of technology

35. Music Real music should be at the heart of this EE
Particular pieces of music, experienced via recordings, live performances or concerts
You should strive for a coherent verbal anaylysis and interpretation of one or more pieces of music in relation to the research question
Choose from a variety of different interests:
Something in the DP music course
Local performances or concerts
Musical cultures that you have encountered that is not your own
Personal contact with composers and/or performers
Direct involvement in actually making music
Recordings
Music on the internet, or downloaded from it

36. Physics
The best opportunity to attempt to exercise and master the basic but fundamental skills implied in a scientific investigation
Must take the form of a research paper involving a hypothesis or model, or a critical analysis, that demonstrates argumentation, comparison, or the extraction of relevant information or data
Must have a basis in physical theory and emphasize the essential nature of the subject
Student must be personally involved with the subject matter and not simply an informant
Avoid topics that go beyond the scope of conventional science, like metaphysics or psedo-science
Consult scientific magazines to attempt to answer your own research question
Collection of data is extremely important
The investigation must lead to a conclusion that can be drawn naturally from that data
Investigate a narrow part of a topic within a given context and report the findings

37. Psychology
This subject is defined as “the systematic study of behaviour and experience”
Most important thing is to clearly define your research question so that it is possible to write an essay within the word limit
Avoid “pop psychology” or “self help” topics
A good research question in Psychology is one that promotes discussion or analysis of a problem and not merely a description
Find appropriate literature by talking to your supervisor
Refer to relevant psychology concepts, theories and studies throughout the EE
Try to see how you can apply psychological theories and use empirical research done by psychologists to answer your research question
Base your argument on existing research – you are not supposed to collect date yourself for an EE in Psychology

38. Visual Arts Art is a form of expression so focus on this concept
What drives one to create? What inspires? How does art fit into society?
Illustrate your thoughts and findings with images—visual arts are visual!
Be sure to source all images and reference materials & refer to artists correctly
Be passionate about your topic
Research may be generated or inspired by your direct experience of artwork, craftwork or design, or interest in the work of a particular artist
Personal contact with artists, curators and so on is strongly encouraged
Absolute reliance on textbooks and the internet is discouraged
You must include visual references

39. World Studies
An in-depth, interdisciplinary study of an issue of contemporary global significance
The interdisciplinary essay is different from the other subject areas in that students have the opportunity to advance the students’ global consciousness, which encompasses
Global sensititivity
Global understanding
Global self
Students should choose to explore a topic from one of the following global themes:
Language, culture and identity
Science, technology and society
Equality and inequality
Conflict, peace and security
Economic and/or environmental sustainability
Health and development

40. Time Management Recommended: 40 hours in total
Work done outside of regular class time
Attendance at Library Workshops count towards final hours
Consultation Sessions with supervisor
Internal Deadlines established by supervisor
Final Deadline: Monday, January 12, 2015

41. Glenforest EE Website
Go to the GFSS Extended Essay webpage to find all of the information and forms needed to complete the EE.
Seriously, everything you need is right there
IB EE Guide
Mentor Applications
Subject Declaration Forms
Subject Specific EE Guides
Abstract, Table of Content and Bibliography recommendations

42. How to Write a 4000 word EE...
Attend the Research Skills Workshop at UTM on Thurs., June 5th or Fri., June 6th .
If your last name begins with:
A to Lau – you will go to UTM on June 5
Lee to Zhou – you will go to UTM on June 6
Look at exemplars (on website)
Consult the EE Guide
Work on research during your free time
Ask for help if you need it 
Before starting work on the extended essay, students should:
read the assessment criteria
read previous essays to identify strengths and possible pitfalls
spend time working out the research question (imagine the finished essay)
work out a structure for the essay.

43. Please remember .... Math & Sciences: APA Environmental Sciences: APA
Economics: APA
Psychology: APA
English, Art, French, Music, Film, Dance: MLA
History/Politics: Chicago (footnotes)
“A consistent structure will protect the students from being penalized.”

44. Create a Clear Argument
Make sure you :
Take a position (an argument – How? Why?)
Present evidence
Draw a conclusion
“If the arguments aren’t convincing and/or there are gaps in knowledge, there is room for an alternative interpretation and the student will be penalized.”

45. Demonstrate a good command of the English language:
Subject specific language (syntax)
Diction, word choice
Are the words used correctly? (affect vs. effect)
No contractions
Avoid passive voice & first person (except for Art)
Abstract can have first person
Definitions whenever necessary
“Communication is vital: the little things are the things that are going to radically affect the grade.”

46. Abstract Have a plan (see school website)
Paragraph 1: R.Q. stated; explain what questions were answered
Paragraph 2: approach and scope: what method was used?
Paragraph 3: what conclusions did you reach?
Know the criteria (school website)
Edit carefully (not the mentor’s job)

47. Definition of Malpractice
Plagiarism
The representation of ideas or work of another person as the candidates own
Collusion
Supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another

48. Definition of Malpractice
Duplication of work
The presentation of the same work for different assessment components and/or diploma requirements
Any other Behaviour
Which gains an unfair advantage for a candidate or which affects the results of another candidate

49. Tackle the EE by breaking it down into small parts.
Research & Writing
Tackle the EE by breaking it down into small parts.

50. The Research and Writing Process
The success of an extended essay is shaped largely during the preparatory stages.
Major weaknesses, such as broad topics, lack of focus, and vague research questions, can be traced directly to the research phase.

51. The Research and Writing Process
The iceberg analogy illustrates clearly the importance of the analysis/research/experimentation that underpins the completed essay.

52. The Research and Writing Process
Since the initial work is so crucial, consider following the steps in preparing the extended essay.
Pick your favorite thing to do outside of class; pick your favorite class in school = research question
Select a subject in which you have an interest, preferably one of your diploma subjects.
Read the subject guideline in The Extended Essay Manual that is relevant to your subject.
Meet your supervisor to discuss your choice of subject and to map out a schedule.
Draw up a list of research topics that interest you.
Discuss the topics with your supervisor and then decide on one.
Read about your topic and narrow it to a number of challenging issues or problems.
Select one issue or problem as the focus for your essay.
Formulate a precise and challenging research question or a hypothesis.
Undertake your analysis / research / experimentation using primary and secondary sources.
Shape the structure of your answer by creating a series of detailed outlines.
Rough out the complete essay from title page to bibliography.
Revise and edit the rough draft carefully.
Reread the assessment criteria to ensure that your draft addresses all components.
Remember that an extended essay has a central thesis, argument or point of view.
Once you have revised and edited your rough draft you are ready to assemble the final copy.
The one-tenth of the iceberg above water represents your completed extended essay.
Since one-tenth of the overall project counts for 100% of the mark, package it with painstaking care.

53. Title
Provide a concise title that clearly indicates the focus of the essay.
Do not use your research question or hypothesis as your title.
Use the following list of common weaknesses as a checklist when you assemble your essay.

54. Abstract
An abstract is not an introduction, although there is some overlap. (250 to 300 words)
An abstract is a synopsis of the essay.
It also sets the tone of the essay.

55. Table of Contents
The contents page outlines the main sections with corresponding page numbers.
It also indicates the structure of the essay.

56. Introduction
Although not listed as a criterion of assessment, an introduction is an important component of an extended essay.
The research question or purpose of the essay should be clearly spelled out and the thesis or argument should be succinctly stated.  

57. Body & Development This is the longest and most important section.
Its sole function is the development and substantiation of the thesis or argument.
Eliminate all irrelevant descriptive, narrative, biographical and anecdotal details.

58. Conclusion Remember that last impressions are lasting impressions.
The conclusion pulls the essay together and sums up the major points that shaped the thesis.

59. Quotations
Use quotations judiciously and integrate them smoothly into the text of the essay.
They are frequently used to excess and parachuted into the essay as space fillers.

60. Structure Organization enhances the clarity of your thesis.
Plan the structure of your essay carefully and ensure that your paragraphs reflect your plan.

61. Style
Write your essay in a style that is clear and smooth and in a tone that is formal and scholarly.
Precise, articulate expression has persuasive power.

62. Subheadings/chapters
Longer essays in certain subjects, like the sciences, might require section headings.
However, headings can fragment the flow of the argument.
Effective paragraphing will often eliminate the need for subheadings and chapters.

63. Documentation
Whether you are citing a quotation, an idea, an illustration or Internet information, you must document the source.
Ensure that you use a major documentation style that is pertinent to the subject from which you topic is drawn.

64. Length
The most successful essays are in the 3,200 – 3,800 word range. [4000 maximum]
Prune and cut your rough draft as you revise and edit so that your final copy is a crisp, clear, and cogent piece of writing.
Remember that words should be weighed, not counted.

65. Formal Presentation
Proofread your essay meticulously from the title page to bibliography.
Use computer technology to enhance the layout.
An error-free and attractively laid out essay will have a positive
impact on the examiner.

66. Appendix
All material placed in the appendix must be directly relevant to your thesis.
This material must be cross-referenced (at least 3 times) to the development of the thesis.

67. Technology
The computer is simply a tool and its effectiveness as a tool is determined by how you use it.
Evaluate and filter Internet information with caution.
Mindlessly downloading data and pasting it into essay format does not constitute critical thinking and may be plagiarism.

68. The Research and Writing Process

69. TYPICAL MISTAKES ...

70. ENGLISH (A1)
HISTORY
Over Selected Books
1984
Harry Potter
Wuthering Heights
Lord of the Rings
To Kill a Mockingbird
The Handmaid’s Tale
The Grapes of Wrath
The Great Gatsby
Frankenstein
David Copperfield
Robinson Crusoe
Pride & Prejudice
Jane Eyre
Heart of Darkness
Moby Dick
Selecting a Topic with limited resources in the English language
Mozambique Independence
Portuguese, Swahili, Makhuwa
Selecting a Topic not studied in class
New Zealand Aboriginal History
Maori voting rights
Selecting a Topic without creditable historians
Website resources only
Wikipedia not an acceptable source

71. Scope of the Investigation:
Biology
Experiments
Simplistic
Bean Plants
Complex
Genetics
Art
Descriptive not analytical
English
Ensure that the scope is NOT too narrow
Economics
Did not address a specific regional issue
History
Ensure that the topic merits study

72. Research Question
English
A research question that is too narrow or too obvious will normally be deemed to be one that does not lend itself to systematic investigation
Chemistry
It is reasonable to formulate the research question as a statement or as a hypothesis rather than an actual question.
Biology
A broad statement of the topic of the essay or a statement of the hypothesis is not sufficient on its own to meet the requirements
Economics
The question should not be trivial, nor should the answer to the question be patently obvious. It should not be a “double-barrelled” question with two parts or a “yes/no” question.

73. Reasoned Argument History
English
Avoid descriptions of a literary text through plot summary or narration
Biology
Essays that attempt to deal with a large number of variables are unlikely to be focused and coherent
Politics
Seek to achieve a balance, by presenting conflicting views in an impartial way before reaching a conclusion
History
Personal views should not simply be stated but need to be supported by reasoned argument based on specific details
Philosophy
Developing a philosophical argument must be clearly distinguished from simply describing or narrating a series of theories or opinions

74. Application
Criteria F -- Application of analytical and evaluative skills appropriate to the subject
Scientific Skills
Analysis of Data (biology)
Experimental Design (chemistry)
show an understanding of the statistics and mathematical relationships (physics)
Literary Skills – Themes and Literary Devices
Economics need for Theories and Concepts
Historiography (refers either to the study of the history and methodology of history as a discipline, or to a body of historical work on a specialized topic )
ITGS -- social and ethical impacts required

75. And ... G – Language appropriate to the subject
Clarity and precision of communication in an English essay includes the correct use of language.
Biology need to show a mastery of, and fluency in, the use of appropriate terminology.
Relevant chemical formulas (including structural formulas), balanced equations(including state symbols) and mechanisms should be included.
Computer Science & ITGS -- Layman terms for computer parts and systems should not be used.

76. Language
English -- The abstract is judged on the clarity with which it presents the three required elements, not on the quality of the research question itself, nor on the quality of the argument or the conclusions.
History -- The abstract must consist of three elements: the research question (or hypothesis), the scope of the essay (that is, what was investigated and how it was investigated) and the conclusion. An abstract is not a précis of the topic

77. Abstract
English -- The abstract is judged on the clarity with which it presents the three required elements, not on the quality of the research question itself, nor on the quality of the argument or the conclusions.
History -- The abstract must consist of three elements: the research question (or hypothesis), the scope of the essay (that is, what was investigated and how it was investigated) and the conclusion. An abstract is not a précis of the topic

78. Holistic Judgement English -- K: holistic judgment
Intellectual initiative, creativity and insight
Routine essays on well-worn topics will not score highly under this criterion
History – K: holistic judgment
Intellectual initiative
Insight and depth of understanding

79. Your next meeting with us is …
At UTM 

80. Thank you.
Mrs. Marsh & Mr. Fink