1. The Extended Essay Doreen Chonko Barbara Dirscherl Palm Harbor University High School Palm Harbor, Florida
It’s all in the PROCESS!

2. The Diploma Programme

3. 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

4. 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

6. 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.

7. 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)

8. 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)

9. 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

10. 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

11. Why Teach to the Extended Essay?

12. Would This Student Get the IB Diploma?
English A1 (HL) Spanish B (SL)
History (HL) Math Methods (SL) 4
Chemistry (HL) Economics (SL)
Extended Essay/TOK +1
CAS hrs.
Yes, meets point total requirement of 24.

13. Would This Student Get the IB Diploma?
English A1 (HL) Spanish B (SL)
Biology (HL) Mathematics (SL) 5
Chemistry (HL) History (SL)
Extended Essay/TOK 0
CAS hrs.
No, needs point total requirement of 28 (has 26).

14. Would This Student Get the IB Diploma?
English A1 (HL) Spanish B (SL)
History (HL) Math Methods (SL) 5
Chemistry (HL) Economics (SL)
Extended Essay/TOK +3
CAS hrs.
Yes, meets point total requirement of 28.

15. Would This Student Get the IB Diploma?
English A1 (HL) French B (SL)
Physics (HL) Mathematics (SL) 6
Psychology (HL) History (SL)
Extended Essay/TOK +1
CAS hrs.
No, needs point total requirement of 28 (has 27).

16. 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 Project

17. 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

18. 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?

19. 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)

22. The EE Manual First Examinations 2009
Assessment Criteria
Subject Area Requirements

23. 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

24. 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

25. Using the Extended Essay Assessment Rubric

26. Scoring Guidelines For Supervisors

27. Web Resources Dartmouth College Writing Program
Elements of Style (Strunk and White)
Guide to Grammar and Writing at Capital Community College

28. Activity #2: Scoring Practice End of Day One

29. Scores for Sample Essays
Language A1
Toni Morrison A
The Things They Carried C
Wizard of Oz D
French B
Pourquoi Sartre A
Est-ce qu’on peut parler C
L’umpact de l’industrie D
History
Nazi Film and Radio A
Peron Presidency C
State of Israel D

30. Scores for Sample Essays
Biology
Light Intensity A
Age – Short Term Memory C
Washing Powder D
Chemistry
Copper Ions A
Enthalpy – Entropy C
Alternative Fuels D
Psychology
Cerebral Dominance A
Parent’s Divorce B
Vietnam War C

31. Scores for Sample Essays
Physics
Sound Transmission B
Light Wavelength C
Resonance Theories D
Math
Pascal’s Triangle A
Analysis of Global Warming C
Rubik’s Cube D
Music
Beethoven – Chopin A
David Bowie B
Effect of Music D

32. 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)

33. Want More Points? Attend to Details
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)

34. Want More Points? Attend to Details
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

35. Supervisor’s Role and Responsibilities

36. 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

37. 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.
Participate in the viva voce.

38. Supervisor Responsibilities
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.

39. Supervisor Responsibilities
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

40. 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

41. School’s Role and Responsibilities

42. 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

43. 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.

44. What Exactly is an Abstract?
Activity #3: Writing/Editing Abstracts

45. 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.

46. It’s Just One Question! How Difficult Can That Be?
Activity #4:
Developing Research Questions

47. 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.

48. 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".

49. Group Assignment: Writing Arguments
Try the following format:
General Subject:
Focus 1:
Focus 2 (if necessary):
Argument:
Question:
End of Day Two

50. 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

51. A Research Base for Working with EE Students
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

52. A Research Base for Working with EE Students
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.

53. A Research Base for Working with EE Students
Study examined 3 groups in relation to learning dimensions(N= 39, n = 12, 12, 15)
A Group -- students who scored on general assessment criteria
B Group -- students who scored on GAS
C Group -- students who scored on GAS
Participants were re-grouped for subject specific criteria
A = scored 11-12
B = scored 9-10
C = scored 6-8

54. A Research Base for Working with EE Students
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

55. A Research Base for Working with EE Students
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

56. 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?

57. 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!