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IB Extended Essay Student Training. Today we will cover… Overall process and timeline of Extended Essay Understanding your student responsibilities Prepare.

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Presentation on theme: "IB Extended Essay Student Training. Today we will cover… Overall process and timeline of Extended Essay Understanding your student responsibilities Prepare."— Presentation transcript:

1 IB Extended Essay Student Training

2 Today we will cover… Overall process and timeline of Extended Essay Understanding your student responsibilities Prepare you to begin the steps of the EE process, choosing a topic and creating a research question Encourage you to “become one” with your subject area’s rubric

3 Proposed Timeline See attached

4 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

5 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 and TOK

6 Regulations From 2010 onwards, 28 points overall will be required to be eligible for the diploma if a student attains an “E” grade in either the Extended Essay or Theory of Knowledge. As previously, a grade “A” in one of the requirements earns an extra point even if the other is a grade “E”. Attaining a grade “E” in both the Extended Essay and Theory of Knowledge continues to represent an automatic failure.

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8 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

9 The Iceberg Model 7/8 = Pre-Writing/Draft Phase Student and Supervisor work together to: Explore and discuss ideas Locate resources Discuss readings and ideas Develop suitable research question Supervisor monitors progress 1/8 = Writing Phase Student works independently to: Write EE draft Revision conference drives final version of essay Prepare the final EE

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

11 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.

12 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."

13 Criteria A Research Question 2 B Introduction 2 C Investigation 4 D Knowledge/Understanding 4 E Reasoned Argument 4 F Apply Analysis & Evaluation 4 G Language Appropriate 4 H Conclusion 2 I Formal Presentation 4 J Abstract 2 K Holistic Judgment 4

14 EE Grade Boundaries as of 2009 A 29 – 36 B 23 – 28 C 16 – 22 D 8 – 15 E 0 – 7

15 Details—Subject Specific Guidelines Specific Subject Criteria (p. 34 – 175) Each Subject Area Includes: Overview of subject Choice of topic Treatment of the topic Interpretation of assessment rubric ACTIVITY!

16 Student Responsibilities Choose a topic from approved list of subjects Observe all regulations Meet deadlines Acknowledge all sources of information Think about a research question Plan a schedule for research and writing Structure the essay Meet all assessment criteria of the chosen subject area

17 For students to meet their responsibilities, they must learn to: Conduct meaningful research – Encourage students to read widely and to listen Document sources (everyone should have a style manual) Develop research questions that are focused and pertinent Develop argumentative skills Write introductions, conclusions and abstracts


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