Presentation on theme: "Extended Essay info to share. Workshop Goals Participants will : understand the value of starting early with an organized process that will prepare students."— Presentation transcript:
Workshop Goals Participants will : understand the value of starting early with an organized process that will prepare students to write an extended essay gain a better understanding of the scoring rubric and scoring process understand the role and responsibilities of EE supervisors be prepared to train EE supervisors develop an EE process for their school
The Extended Essay Requirements Chosen from approved DP list Changes for Class of 2013 Group 1 (addition of 3 rd category) Literature and Performance World Studies Involves higher level research Opportunity for personal research Required for all DP candidates Aligned with Learner Profile 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 and TOK
TOK and EE Sample Topics TOK Topics (selected from prescribed list of topics) How can the different ways of knowing help us to distinguish between something that is true and something that is believed to be true? Discuss the claim that some areas of knowledge are discovered and others are invented. Extended Essay Research Question (student generated) JRR Tolkien has been criticized for the seemingly exclusive masculinity of his The Lord of Rings trilogy. To what extent is the The Lord of the Rings an empowering work for the female?
Page 8 Percentage of grades awarded: extended essay May 2011
EE Grade Boundaries as of 2009 A29 – 36 B23 – 28 C16 – 22 D8 – 15 E0 – 7 Page 9
Appreciate comments that point out what has been well done. Types of commentary (corrections, criticism, commands) that attempt to control student writing not viewed as helpful or instructive. Qualified evaluations, advice, questions, and praise are less authoritative and viewed as more helpful and instructive. Page 10 How specific and detailed do students want teacher comments to be? What kind of comments do they prefer?
Comments that are clear, understandable, valid and appropriate to the subject, point of view and purpose. Comments that are specific, elaborate in language that connects the student back to the writing. Comments that point out problems and indicate ways to improve the writing. Is the student using evidence as their argument? How can analysis, interpretation, and evaluation be improved? How does analysis differ from interpretation, differ from evaluation? Comments presented in open question format that ask about a specific problem for student to consider. Page 11
Analysis, Interpretation, Evaluation…Oh My! Analysis – separating material or abstract entity into constituent elements; method of studying the nature of something or determining its essential features and their relations. Interpretation – explication; an explanation of the meaning of another's artistic or creative work; a rendering so as to bring out meaning, or to indicate one's particular conception of it. Evaluation -- to ascertain or set the value of; to judge or assess the worth of; appraise; determine the importance. Page 12