Presentation on theme: "What is it? And why should I care?"— Presentation transcript:
1 What is it? And why should I care? The Extended EssayWhat 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 doneSelf-directedYou decide what you want to write about & how you’re going to conduct & organize your research4000 words in lengthPlaces 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 groupscomplete an extended essay (EE)follow a theory of knowledge course (TOK)participate in creativity, action, service (CAS).
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 internationaleducation: these are values that should infuse all elements of the Primary Years Programme (PYP), MiddleYears Programme (MYP) and Diploma Programme and, therefore, the culture and ethos of all IB WorldSchools. 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 ofinternational education and, with them, the prospect of a continuous international educational experiencefrom early childhood to pre-university age. While the IBO now offers a sequence of three programmes—thePYP, the MYP (introduced in 1994) and the Diploma Programme (introduced in 1969)—each programmemust continue to be self-contained, since the IBO has no requirement for schools to offer more than oneprogramme. However, they must also form an articulated sequence for those schools that teach all threeprogrammes or any sequence of two.With the development of a continuum of international education, it is intended that teachers, students andparents will be able to draw confidently on a recognizable common educational framework, a consistentstructure of aims and values and an overarching concept of how to develop international-mindedness. TheIB learner profile will be at the heart of this common framework, as a clear and concise statement of theaims 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 programmesInternationally MindedInquirersKnowledgeableThinkersCommunicatorsPrincipledOpen-mindedCaringRisk-takersBalancedReflectiveIB learners strive to be:InquirersThey develop their natural curiosity. They acquire the skills necessary to conductinquiry and research and show independence in learning. They actively enjoylearning and this love of learning will be sustained throughout their lives.KnowledgeableThey explore concepts, ideas and issues that have local and global significance.In so doing, they acquire in-depth knowledge and develop understandingacross a broad and balanced range of disciplines.ThinkersThey exercise initiative in applying thinking skills critically and creatively torecognize and approach complex problems, and make reasoned, ethicaldecisions.CommunicatorsThey understand and express ideas and information confidently and creativelyin more than one language and in a variety of modes of communication. Theywork effectively and willingly in collaboration with others.PrincipledThey act with integrity and honesty, with a strong sense of fairness, justice andrespect for the dignity of the individual, groups and communities. They takeresponsibility for their own actions and the consequences that accompanythem.Open-mindedThey understand and appreciate their own cultures and personal histories, andare open to the perspectives, values and traditions of other individuals andcommunities. They are accustomed to seeking and evaluating a range of pointsof view, and are willing to grow from the experience.CaringThey show empathy, compassion and respect towards the needs and feelings ofothers. They have a personal commitment to service, and act to make a positivedifference to the lives of others and to the environment.Risk-takersThey approach unfamiliar situations and uncertainty with courage andforethought, and have the independence of spirit to explore new roles, ideasand strategies. They are brave and articulate in defending their beliefs.BalancedThey understand the importance of intellectual, physical and emotional balanceto achieve personal well-being for themselves and others.ReflectiveThey give thoughtful consideration to their own learning and experience. Theyare able to assess and understand their strengths and limitations in order tosupport 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 questionPlan the investigation & writing processPlan a research structure (outline)Undertake some preparatory readingCarry out the investigation (May – Nov.,2014)formulating an appropriate research questionengaging in a personal exploration of the topiccommunicating ideasdeveloping an argument.
10 IB RequirementsParticipation in this process develops the capacity to:analyzesynthesize, andevaluate 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 GoodBSatisfactoryCMediocreDElementaryENot Submitted321 + FailingCondition*N1FailingCondition*(2)1 + Failing Condition*Failing Condition*NotsubmittedN(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 GFSSShould be a teacher with whom you can work effectivelyRemember, teachers are not required to supervise an extended essayTeachers 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 researchEncourages & supports the student throughout the writing of the EEHelps you decide on and refine your research questionOk’s the final research questionKnows the regulations governing the EE & the assessment criteriaReads & comments on first draft only – does not edit the draftMonitors the progressSubmits a predicted gradeCompletes the supervisor's report1. to encourage and support the candidate throughout the research and writing of the extended essay2. to provide the candidate with advice and guidance in the skills of undertaking research3. to ensure that the extended essay is the candidate’s own work & follows the established EE guidelines4 to complete an evaluation of the students work5. 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 supervisorthe conclusion of the EE processStudents 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 generalAn opportunity to reflect on successes and difficulties in the research processAn opportunity to reflect on what has been learnedAn 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 examinerEach criterion is judged on its own meritThere may be some ‘knock on’ cumulative effectEach 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 levelSubject 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 topicObserve the regulations relating to the EEMeet internal school deadlinesMay 28th – June 4th : topic meeting date with your teacher supervisor sign up on Ms. Habib’s office doorMay 28th : begin searching for a teacher supervisorMay 28 – June 3: individual conferences for topic approval & mentor verification with your mentorMon., 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 61. 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 essay3. meet deadlines4. 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 questionsPlan how, when & where you will find the research materialPlan a schedule for researching and writing the essayRecord all sources accuratelyHave a clear structure for the essay before beginning to writeCheck & proofread the final version carefullyTreat 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 Guide1. start work early2. think very carefully about the research question for their essay3. plan how, when and where they will find material for their essayplan a schedule for both researching and writing the essay, including extra time for delays and unforeseen problems5. 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 write7. check and proofread the final version carefully8. make sure that all basic requirements are met (for example, all students should get full marks for the abstract).
23 Choice of TopicYou must honor the deadlines:Sign up sheets for topic conference meeting dates on Ms. Habib’s office doorAttend your individual conference for final topic approval & mentor verification during the month of MayJune 2 – you must have your topic and mentor in placeJune 2 - Submit Contract for Supervision of EE & Final Topic Confirmation (on website & in EE Guide) to Mrs. Marsh in the LibraryHave your topic in mind for the UTM field tripSubmit your first rough draft on Tuesday, Sept. 2Submit final copy of essay to turnitin.com on Mon., Dec. 8Absolute Deadline:Monday, January 12th at 3 p.m. in the library1. Pick a topic that you are interested in studying further2. The topic should allow you to collect information, analysis and evaluate in depth3. 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 subjectAdvise you on:Access to appropriate resourcesTechniques of information, evidence , data gathering, and analysisWriting an abstractDocumenting 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 youAn author, historical figure, performer who inspires youA website that looks intriguingA film, musical performance or play that captivated youAn experiment that captured your imaginationA natural phenomenon that you’d like to know more aboutAn idea that you heard in class that you’d like to explore furtherA TOK topic that fascinated youAn issue or problem in the local community that irks youA 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 itSpending a lot of time on this step is not a waste of timeMake sure it falls within a recognized IB subjectMake sure a supervisor is available for this topicMake sure there is information available to researchConsider all safety & ethical issues beforehand
27 Establishing the Research Question Consult your supervisor because he/she is the subject specialistKnow exactly what it is you want to write aboutFollow these steps:Decide on your subjectDecide on a topic within this subjectExplore and then develop some possible research questions relating to this topicShow them to your supervisorDecide on the most suitable one
29 English A1An opportunity to explore a writer or topic that excites or absorbs youDo not choose a work that is studied in classConduct an in-depth literary topicEngage in independent literary criticism and only include some establish critical comment if necessaryLiterary works often address philosophical, political or social questions, so the major focus of the essay should be the literary treatment of such questionsThe literary work should not be treated simply as documentary evidence in a discussion of philosophical, political or social issuesAlways 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 scienceAs an independent researcher you should start with your own ideaYou have a chance to find out about living organism and investigating them first handWhere? 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 environmentYou must incorporate biological theory and emphasize the essential nature of this subjectCan 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 wayMost 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 ChemistryProvides an opportunity to investigate a particular aspect of the materials of our environmentChemistry is the science that deals with the composition, characterization and transformation of substancesShould 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 criteriaOutcome 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 EconomicsChoose a topic which to which you can actually apply some economic theory; use a theory you’ve learned about in classDon’t summarize other people’s viewsYou must undertake in-depth research in an area of personal interestApply economic theory to real world situationsYou may carry out original research on a topic within any of the syllabus sections in the current Economics guideAn EE in microeconomics gives you the ability to carry out primary research in the form of surveys, questionnaires, or interviewsAnalyze and evaluate the outcomes of your researchOutcome of the research should be a coherent and structured analytical essay that effectively addresses the particular research question
33 HistoryA good history essay has to be well research and well organizedAnything that has happened within the last 10 years is not considered historyThis means looking for and reading a lot of sourcesKeep a list of all sources you findDo not summarize general secondary sourcesPrimary sources are the keyUse primary and secondary sources in order to establish and apprais varying interpretationAnalyze sources in order to explain changing views over time of particular happenings or developmentsCollect and analyze oral and written dataNote cards are essentialNoodleTools is the way to go here (see Ms. Ludin for further information)
34 MathematicsAn opportunity to investigate a mathematical idea or application that you’ve found intriguingA mathematics EE means doing math as well as discussing itYou can do one of the following:The applicability of math to solve both real and abstract problemsThe beauty of math as in, for instance, geometry or fractal theoryThe elegance of math in the proving of theoremsThe origin and subsequent development of a branch of math over timeThe link between different branches of mathThe 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 concertsYou should strive for a coherent verbal anaylysis and interpretation of one or more pieces of music in relation to the research questionChoose from a variety of different interests:Something in the DP music courseLocal performances or concertsMusical cultures that you have encountered that is not your ownPersonal contact with composers and/or performersDirect involvement in actually making musicRecordingsMusic on the internet, or downloaded from it
36 PhysicsThe best opportunity to attempt to exercise and master the basic but fundamental skills implied in a scientific investigationMust 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 dataMust have a basis in physical theory and emphasize the essential nature of the subjectStudent must be personally involved with the subject matter and not simply an informantAvoid topics that go beyond the scope of conventional science, like metaphysics or psedo-scienceConsult scientific magazines to attempt to answer your own research questionCollection of data is extremely importantThe investigation must lead to a conclusion that can be drawn naturally from that dataInvestigate a narrow part of a topic within a given context and report the findings
37 PsychologyThis 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 limitAvoid “pop psychology” or “self help” topicsA good research question in Psychology is one that promotes discussion or analysis of a problem and not merely a descriptionFind appropriate literature by talking to your supervisorRefer to relevant psychology concepts, theories and studies throughout the EETry to see how you can apply psychological theories and use empirical research done by psychologists to answer your research questionBase 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 correctlyBe passionate about your topicResearch may be generated or inspired by your direct experience of artwork, craftwork or design, or interest in the work of a particular artistPersonal contact with artists, curators and so on is strongly encouragedAbsolute reliance on textbooks and the internet is discouragedYou must include visual references
39 World StudiesAn in-depth, interdisciplinary study of an issue of contemporary global significanceThe interdisciplinary essay is different from the other subject areas in that students have the opportunity to advance the students’ global consciousness, which encompassesGlobal sensititivityGlobal understandingGlobal selfStudents should choose to explore a topic from one of the following global themes:Language, culture and identityScience, technology and societyEquality and inequalityConflict, peace and securityEconomic and/or environmental sustainabilityHealth and development
40 Time Management Recommended: 40 hours in total Work done outside of regular class timeAttendance at Library Workshops count towards final hoursConsultation Sessions with supervisorInternal Deadlines established by supervisorFinal Deadline: Monday, January 12, 2015
41 Glenforest EE WebsiteGo 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 thereIB EE GuideMentor ApplicationsSubject Declaration FormsSubject Specific EE GuidesAbstract, 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 5Lee to Zhou – you will go to UTM on June 6Look at exemplars (on website)Consult the EE GuideWork on research during your free timeAsk for help if you need it Before starting work on the extended essay, students should:read the assessment criteriaread previous essays to identify strengths and possible pitfallsspend 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: APAPsychology: APAEnglish, Art, French, Music, Film, Dance: MLAHistory/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 evidenceDraw 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 choiceAre the words used correctly? (affect vs. effect)No contractionsAvoid passive voice & first person (except for Art)Abstract can have first personDefinitions 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 answeredParagraph 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 PlagiarismThe representation of ideas or work of another person as the candidates ownCollusionSupporting 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 workThe presentation of the same work for different assessment components and/or diploma requirementsAny other BehaviourWhich 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 & WritingTackle 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 questionSelect 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 TitleProvide 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 AbstractAn 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 ContentsThe contents page outlines the main sections with corresponding page numbers.It also indicates the structure of the essay.
56 IntroductionAlthough 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 QuotationsUse 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 StyleWrite 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 DocumentationWhether 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 LengthThe 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 PresentationProofread 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 positiveimpact on the examiner.
66 AppendixAll 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 TechnologyThe 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.
70 ENGLISH (A1)HISTORYOver Selected Books1984Harry PotterWuthering HeightsLord of the RingsTo Kill a MockingbirdThe Handmaid’s TaleThe Grapes of WrathThe Great GatsbyFrankensteinDavid CopperfieldRobinson CrusoePride & PrejudiceJane EyreHeart of DarknessMoby DickSelecting a Topic with limited resources in the English languageMozambique IndependencePortuguese, Swahili, MakhuwaSelecting a Topic not studied in classNew Zealand Aboriginal HistoryMaori voting rightsSelecting a Topic without creditable historiansWebsite resources onlyWikipedia not an acceptable source
71 Scope of the Investigation: BiologyExperimentsSimplisticBean PlantsComplexGeneticsArtDescriptive not analyticalEnglishEnsure that the scope is NOT too narrowEconomicsDid not address a specific regional issueHistoryEnsure that the topic merits study
72 Research QuestionEnglishA research question that is too narrow or too obvious will normally be deemed to be one that does not lend itself to systematic investigationChemistryIt is reasonable to formulate the research question as a statement or as a hypothesis rather than an actual question.BiologyA broad statement of the topic of the essay or a statement of the hypothesis is not sufficient on its own to meet the requirementsEconomicsThe 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 EnglishAvoid descriptions of a literary text through plot summary or narrationBiologyEssays that attempt to deal with a large number of variables are unlikely to be focused and coherentPoliticsSeek to achieve a balance, by presenting conflicting views in an impartial way before reaching a conclusionHistoryPersonal views should not simply be stated but need to be supported by reasoned argument based on specific detailsPhilosophyDeveloping a philosophical argument must be clearly distinguished from simply describing or narrating a series of theories or opinions
74 ApplicationCriteria F -- Application of analytical and evaluative skills appropriate to the subjectScientific SkillsAnalysis of Data (biology)Experimental Design (chemistry)show an understanding of the statistics and mathematical relationships (physics)Literary Skills – Themes and Literary DevicesEconomics need for Theories and ConceptsHistoriography (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 LanguageEnglish -- 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 AbstractEnglish -- 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 insightRoutine essays on well-worn topics will not score highly under this criterionHistory – K: holistic judgmentIntellectual initiativeInsight and depth of understanding