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The Extended Essay Student Training Workshop: October 15, 2014 Utica Academy for International Studies.

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Presentation on theme: "The Extended Essay Student Training Workshop: October 15, 2014 Utica Academy for International Studies."— Presentation transcript:

1 The Extended Essay Student Training Workshop: October 15, 2014 Utica Academy for International Studies

2 The Diploma Programme

3 Nature of Extended Essay ( page 4 ) Required for IB diploma eligibility Externally assessed by IBO evaluators Roughly 3,500-4,000 words in length Chosen from current subjects and preferably a current focus of study Total assessment points 0-36, of which a grade between an A to E is awarded Represents 40 hours of work Topic agreed upon with supervisor

4 Nature of Extended Essay (cont.) Involves collegiate, critical research Supervisor meetings totaling 4+ hours Apply analytical and evaluative skills, terminology toward subject matter Supervisor submits a predicted grade and a supervisor’s report to the IBO Concludes with the viva voce interview EE demands a “diverse range of sources”

5 Aims/Assessment Objectives ( pages 5-6 ) Plan carefully, leading up to proposed topic Develop a thoughtful research question Gather, interpret, present, and argue information as it pertains to subject area Use the correct vocabulary and argumentative style according to the demands of the subject Apply analytical and evaluative skills in the subject chosen

6 School Responsibilities (page 6) Train all supervisors and students Provide students with qualified supervisor Make general and subject-specific information and guidelines accessible Make students aware of how the EE fits into program requirements Provide recommended deadlines to all supervisors and students Provide learning and researching opportunities Resolve all pending EE issues and questions Ship all EEs out for external assessing

7 Supervisor’s Role (pages 6-8) Use knowledge in subject area to provide advice and guidance to students Helps define research question Aids in the research process Reads and comments on rough draft Submits a predicted grade to the IBO Conducts the viva voce with student Reports plagiarism, if suspected

8 UAIS supervisors should… Spend 3-5 hours with you Work to ensure you’ve written a great question Advise you on where to find materials Verify your sources Help troubleshoot when you are stuck Grade your rough draft and discuss it at a conference Conduct a viva voce conference at end

9 UAIS supervisors should NOT… Do research for you Tell you what sources to use Give specific advice on how to improve your draft Correct bibliographies or citations Chase you down for meetings Re-teach you concepts in the subject matter you should already know

10 Responsibilities of the Student ( page 9 ) Choose a topic of interest and invest the time into your research question Observe and follow all EE regulations, both general and specific Meet UAIS/Supervisor deadlines Communicate with your supervisor! ◦ Attend meetings ◦ Ask for help ◦ Address emerging issues ◦ Be honest and open!

11 Advice to Students: DO… ( page 9 ) Start early! Follow UAIS deadlines. Think and plan carefully your proposal and your question Plan a schedule for yourself for completing EE List every source on your bibliography as you go Follow the rubric and final checklist UAIS provides

12 Advice to Students: Do NOT… ( page 10 ) …forget to analyze/answer the question …ignore the EE rubric …waste time collecting date irrelevant to your question …surf the Internet aimlessly, repeatedly, with no discipline …show lack of discipline in citing sources …describe or report other information …cite sources that aren’t used in paper

13 Writing the Extended Essay ( page 11 ) Extremely precise structure Introduction should be written after body Abstract written absolutely last Main focus of essay is the body Sub-headings helpful in most subjects Include only relevant sources, citations all present and consistent Evaluator not required to read references, bibliography, or footnotes

14 * Coordinators should consult programme guide for passing eligibility.

15 Subject-Specific Areas Where Can UAIS Students Write Their EEs? Group 1 (English)FilmSocial and cultural anthropology Group 2 (Spanish)*GeographyTheatre Group 2 (Mandarin)*HistoryVisual Arts Group 2 (French)*Human RightsWorld Religions Group 2 (Japanese)*Information technology in a global society Biology*Mathematics* Chemistry*Music Classical Greek/LatinPeace and conflict studies Computer SciencePhilosophy DancePhysics* Design TechnologyPolitics EconomicsPsychology Environmental systems and societies *These subjects require teacher approval for student selection.

16 On the Record, From the IBO… To qualify as a history EE, all events discussed must take place ten years ago or more Group 2 EEs must be written in the language for which it is being submitted and must meet current teacher approval Japanese: 1 word = approximately 2 Japanese characters Chinese: 1 word = approximately 1.2 Chinese characters

17 On the Record, From the IBO… Students MAY NOT elaborate, overlap with, or supplement an internal assessment from a DYP class with their EE choice No two students may write an EE posing the same or nearly same question Students may further explore a question studied in freshman or sophomore year, or one never explored in any class (though this is not recommended)

18 Off the Record from the IBO Quality is important, but so is quantity. Getting as close to the 4,000 word-count is important… …except in math. A great paper can be 3,300 words. But usually, 3,300 words will earn very low marks. Certain subjects grade students unfairly according to well-established IB schools. We have one femme-fatale at the Academy: psychology. Reports on other scientific reports in sciences score very low. Experimental designs are frequently a must- have for a decent grade.

19 Off the Record from the IBO (Overheard in a Cardiff Bar Exam) If considering writing a group 2 essay, you’re required to get a teacher signature. Don’t write one unless you could score a 5 on the AP foreign language test. Take the IBO’s advice here: “Choosing to write the extended essay in a subject that is not being studied as part of the Diploma Programme often leads to lower marks.” This is not allowed at UAIS. Do not choose a subject that you are just beginning to have background in. This is not the time for beginner’s exploration. This is a time for further exploration.

20 Subject-Specific Areas…Once Again Where Can UAIS Students Write Their EEs? Group 1 (English)FilmSocial and cultural anthropology Group 2 (Spanish)GeographyTheatre HistoryVisual Arts Group 2 (French)Human RightsWorld Religions Group 2 (Japanese)Information technology in a global society BiologyMathematics ChemistryMusic Classical Greek/LatinPeace and conflict studies Computer SciencePhilosophy DancePhysics Design TechnologyPolitics EconomicsPsychology Environmental systems and societies

21 Combined Role: The Iceberg Model 7/8 = Research Phase (Now-June 2015) Student & supervisor work together to: Explore and discuss ideas Locate appropriate resources Discuss readings and ideas Develop a suitable research question Supervisor monitors research progress Represents 3-5 hours of work per student Now until June 1/8 = Writing Phase (Jun Dec. 2016) Student works independently over summer to: Write EE draft Organizing your writing Revision conference drives final draft of essay Prepare the final EE

22 The UAIS EE Schedule Provides internal & external due dates as the IBO strongly recommends Builds in five mandatory in-school meetings with supervisors Assignments are given at each meeting and expected to be completed by the student Vast majority of work completed before senior year

23 The Research Process Choosing a topic ◦ Attend UAIS subject-specific seminars for information on EE guidelines for all subjects on Friday, November 7 th ◦ Brainstorm general ideas or attempts at research questions, explaining why the topic is of interest to you ◦ Submit proposals to the EE coordinator (YEOKUM) on or before Monday, November 24 th

24 Subject Preference Seminars November 7 th, morning session Attend all subject areas in your schedule Understand subject-specific guidelines Appropriate types of EE questions and samples of topics and questions Receive helpful examiner comments Academic referencing style Q&A session with teachers

25 UAIS Process: Supervisor Selection Students submit and rank two EE proposals in two separate subjects; EE coordinator collects by November 24 th Full UAIS staff divides students according to teachers’ expertise in proposed areas and to balance staff responsibilities Supervisor-student pairings announced mid December In-department changes made only when student and both teachers in agreement

26 The Research Process Discuss with your supervisor: ◦ The location of materials for your topic ◦ A proper academic referencing system ◦ A general list of sub-headings for your paper ◦ A developing list of EE reading for background and information-gathering ◦ Internal UAIS deadlines ◦ Best times to meet or discuss the EE

27 EE and DP Intervention Students are required to be proactive in attending meetings, completing assignments, and communicating struggles Reference DP Intervention form to students Potential loss of group 2 or group 4 topic if missed lab or draft date Will impact college application process

28 The Research Process Once students have read more deeply in their areas and assembled a stronger background from which to work, they will begin carrying out their investigation through proper researching techniques that are consistent, balanced, and organized. Failure to buy in to this process looks like this…

29 But I Looked It Up!

30 Referencing ( pages ) Bibliography is NOT a Works Cited page, but IB treats bibliography as such Bibliography: collection of references References: individual sources Citations: In-text parenthetical and Footnoting documentation

31 The Research Process …and results in this: Not Submitted “If a candidate uses the work or ideas of another person, the candidate must acknowledge the source using a standard style of referencing in a consistent manner. A candidate’s failure to acknowledge a source will be investigated by the IB as a potential breach of regulations that may result in a penalty imposed by the IB final awards committee” (First Examinations 2013).

32 So, What About Those Grades? Grades are not often released worldwide by the IBO The latest information shows us the following very interesting statistics, from which many inferences can be drawn…

33

34 May 2013 World Statistics

35 UAIS EE Grade Comparison Class of 2014Int. Average 2013 A: 7 (7%)A: 13% B: 22 (22%)B: 24% C: 51 (50%)C: 38% D: 17 (17%)D: 22% E: 4 (4%)E: 3% N: 1 (1%)N: N/A

36 Did you know…? Published research College course opt-out Instruct other college students Enter into Honors College *Anecdotal evidence supplied by former UAIS students-results may vary and are not a guarantee for all

37 IB Extended Essay Supports Success at U Va. Key findings: The IB’s extended essay does have an effect on student’s research confidence and willingness to engage in future research. Former IB students felt strongly that the IB extended essay prepared them to conduct various facets of the research process. When compared with former AP students, IB students were significantly more likely to indicate they: ◦ felt prepared for college-level coursework involving research. ◦ had in fact executed a research project at U Va. took pride in their research. ◦ intended to conduct future research. ◦ found their research skills to be important to their future success. ◦ felt supported, after completion of the extended essay, with skills such as gathering and evaluating evidence, and writing and time management, and that they experienced reduced anxiety around writing. A statistically significant relationship existed between extended essay scores and first-semester and final semester college GPAs, after controlling for background characteristics. Released: 1/30/2013 9:00 AM EST Embargo expired: 2/1/ :00 PM EST Source Newsroom: International Baccalaureate

38 What’s next? Go to uaisresearch.com website: Tab: EE Preparations: meeting 1/2 Click on link for EE guide Find and read all 6 of your IB courses subject specific guides (those not offered at UAIS do not read) Take notes on handout Place back into folder

39 Good luck!

40 PM Training: November 7, 2014 Goals…  Brainstorm ideas for proposals  Address issues of building a researchable topic and question  Review important dates and handouts on EE calendar  Discuss winter and spring supervision  Review the EE website as a resource

41 Parking lot questions: Which year had the best/most A’s? When doing English EE on a book, is it necessary to cite the book over and over again? ◦ YES! Graduating ClassABCDEN

42 Q & A continue: Will your supervisor give you positive or negative feedback, or just suggest alternatives? ◦ All of the above At the meetings will content be discussed? ◦ Yes What topics can we do if we write in group 2? ◦ Hopefully this was covered at AM presentations today

43 Q & A continue: Would you be able to get English credits for writing an EE in Group 2? ◦ Universities and colleges look at Writing/ Rhedoric/Composition – check with each place if it qualifies

44 General vs. Subject-Specific Guidelines General guidelines are broad requirements for all essays: basic outline for each essay, required components, word count, academic honesty, purpose and aims, and so on Subject-specific guidelines are specific considerations germane to writing in sciences, English, history. These include issues of style but also rules and restrictions on what are acceptable questions.

45 Activity: Brainstorming EE Topics Fold blank paper into thirds Label your favorite/strongest subjects Think of the lessons, issues, projects, discussions, readings that you experienced in these classes over the last two and a half years. Particularly ask yourself which ones…

46 Intrigued you Made you think you could do this for a living Made you talk nonstop Morally outraged you Broke your heart or disturbed you Open a whole new world to you Left you unsatisfied—there was more to discover Made you read or investigate further Puzzled you—something that didn’t make sense

47 Narrow Your Brainstorm Cross out what’s impractical or unanswerable or outside approved topic areas Cross out what’s less promising, interesting, impractical, unoriginal Look at what’s left and take it down another level of specificity by posing a question or stating, “I want to learn more about/I want to find out what/how/why…”

48 Topics of Interest…Good Examples English: “I want to research the role of racism in the Harry Potter series,” developed into the question… “To what extent does J.K. Rowling use blood as a complex literary device in the Harry Potter series to demonstrate the negative impact of racism?”

49 Topics of Interest…Good Examples History: A student who wanted to study the changes that occurred in her family’s homeland as a result of the fall of communism… “To what extent did the fall of communism in Romania improve the lives of Romanians in the 1990s?”

50 Topics of Interest…Good Examples History: A student fascinated with the first World War and modern warfare submitted the following… “How effective was the tank during the First World War?”

51 Topics of Interest…Good Examples Biology: “Can common kitchen appliances, frequently exposed to gluten, be cleaned through customary sanitation techniques to prepare gluten-free food?” Visual Arts: “How does the usage of Fengshui in the design of Emperor Qin's tomb accentuate ancient Chinese spirituality of the afterlife?”

52 Glossary of Terms IBO-produced terminology of definitions Called “qualifiers,” as they indicate the direction of your essay, regardless of topic Help you avoid yes/no (close-ended) questions The use of multiple ones can greatly lengthen your essay It is important to check the definition of yours before submitting for approval

53 Monday, November 24, 2014 Topic of interest form due Link to subject specific guides on the uaisresearch.com website

54 CAS/EE Parent Contract  Discussed in early September at DP parent night  Required for parents to understand IB core requirements and policies  Specific requirements for group 2 and group 4

55 Review of Upcoming EE Calendar Topics of Interest Due by Nov. 24 th in the counseling office (box) Supervisor Decisions: Early December Supervisors Announced: By Dec. 15 th First Conference Window: Jan st Rubric Training sessions during lunch: Jan. 23 rd and 27 th Second Conference Window: Feb th /23 rd - 27 th

56 The UAIS Research Website uaisresearch.com Contains everything you will need: ◦ Announcements and instructions ◦ Rubrics for your subject area ◦ Step-by-step researching techniques/handouts ◦ Links to formatting guides (MLA, APA, Chicago) ◦ Advice from IBO evaluators ◦ EE examples in your subject area

57 Supervisor Conference #1 January 2-17, 2014 Prior to meeting Supervisors will inform you of what to bring or what to complete, if anything Varies somewhat by subject-area and teacher, but focus is on topic and developing a research question Student may be assigned background reading Student and teacher should confirm manual style

58 Supervisor Conference #1: EE Question Proposal Form Printable on the UAIS Research website Step-by-step guide to formulating research question Completed AFTER general topic is approved Either due or assigned at first conference Must be signed by each student

59 Overlap of the EE and IAs The IBO student handbook indicates that any strategic move on the part of a student that gives that student a “unfair advantage over another student,” which includes the use of one’s IA on the EE or vice versa, will result in a case of academic misconduct. Students should NOT write on the same topics as for the EE as an IA in that subject.

60 EE Training #3: Jan. 23 rd & 30 th Lunches Rubric training for all juniors Note-taking session and Q&A EE Supervisors offer advice for different subject areas during own meetings

61 Supervisor Conference #2: Feb. 2 nd – 13 th or Feb. 23 rd – 27 th Discuss background reading as it pertains to your developing question Solidify question; sign question proposal Discuss criterion “C” and finding sources for material Agree on and set goals for spring researching, especially due dates to avoid intervention levels

62 Researching options to get you started: Local municipal library College/University libraries MEL or Questia database MEL Questia ◦ UCS student = username case sensitive  ◦ Password= questia or changeme if you haven't used this yet

63 Supervisor Conference #3: Spring Research April 20 th – 30 th Possible work assigned: outline, working bibliography, histiography, note cards, bringing in source materials, experimental design, first 1,000-words of essay Bulk of research and work completed in spring Evidence of EE work must be demonstrated to supervisors prior to summer vacation

64 Coordinator Communication Coordinator announces reminders through (stu.uticak12.org) Remainder of site used to guide the process, almost like an online class- Managebac and UAISresearch.com Specific questions addressed through supervisor, then coordinator

65 Summing Up… Due Nov. 24 th : Topics of Interest Form From this point forward, everything you need is on the EE website… Once assigned to supervisor, complete “EE Question Proposal Form” for Jan. 5 th – 21 st interview (on EE website)

66 Summing Up… Use “Glossary of Terms” into help complete the Rough Draft Question Be prepared to discuss some ideas for preliminary background reading (your supervisor will help, but don’t come empty-handed)

67 Next Time… The EE Assessment Rubric Practicing Grading an EE in Your Subject Area Deciphering the EE Rubric Understanding the Ins and Outs of the Rubric

68 Reminder… This powerpoint is available on uaisresearch.com.

69 Workshop #3: EE Rubric Goals: ◦ To comprehend the oftentimes vague EE rubric ◦ To understand how your EE rubric differs from other subject areas ◦ To anticipate traps and struggles of students in previous years you can and should avoid

70 EE Assessment Criteria (p ) Provides overview of each criterion assesses General rubricGeneral rubric Forms the basis of the scoring rubric for all subject areas Further advice on interpreting assessment criteria provided within guidelines for each subject provided in “Details—subject specific” section found

71 Extended Essay 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 Appropriate Language4 H Conclusion 2 I Formal Presentation 4 J Abstract 2 K Holistic Judgment 4 Total Points36

72 Extended Essay Grade Boundaries A 29 – 36 B 23 – 28 C 16 – 22 D 8 – 15 E 0 – 7 (Failing Condition)

73 Criterion A: The Research Question Stated and bolded in the introduction Correct diction, word by word Correct qualifiers: more often open- ended (why, how, to what extent, compare-contrast, etc.) than closed (“yes” or “no” answers okay for science) Meets “so what?” relevance Can/Must be answered in 3,500-4,000 words

74 Criterion B: Introduction A prior-knowledge treatise Briefly state question in context by noting relevance of author, event, time period, artist Briefly states reasons for pursuing this EE (use of “I” acceptable sparingly) Answers why this topic/question deserves to be studied/answered in an EE Includes historiography Written after the body See Drafting tab under UAIS RESEARCH site for tips

75 Criterion C: Investigation Evaluation of sources/bibliography: ◦ Appropriate number? ◦ Is there balance of primary vs. secondary? ◦ Groups 1, 2, 4, 6: emphasis must be on primary ◦ Here, “imaginative” range of sources includes interviews, museums, concerts, personal photos, unique library trips ◦ For sciences, this criterion score rests on discussion of methodology to demonstrate reliability

76 Criteria D, E, F: The EE Body The most difficult points to earn Maximum of 2/4 for D and E if research question is marked at “0”

77 Criterion D: Knowledge/Understanding of Topic “Through writing, to what extent do I show a reasonable expertise on the subject to answer my question?” To earn a 3 or higher, the student must locate the “academic context,” or the place where current research sits and work from that point forward, not revisit tired material

78 Criterion E: Reasoned Argument The single most difficult criterion “Is every paragraph working to answer my research question, or is it just ‘there’?” “Does my argument build through transition and flow, or is it choppy and isolated?”

79 Criterion F: Application of Analytical Skills Appropriate to the Subject Paper avoids summary Analyses data, evidence, research English: “Am I analyzing but also judging the author’s literary merit?” History: “Have I evaluated the reliability of my sources somewhere in the paper?” Sciences: Please note specific requirements on your rubric

80 Criterion G: Use of Language Appropriate to Subject Proper terminology to subject matter is utilized Active voice throughout Elimination of wordiness (extensive adverbs and prepositional phrases) Strong vocabulary History: absence of sweeping generalizations See Drafting tab under UAIS RESEARCH site for tips

81 Criterion H: Conclusion NEVER a restatement of the introduction! A post-knowledge treatise States implications for further study Raises possible unresolved questions Notes any limitations of the essay/research How might this research be taken further? See Drafting tab under UAIS RESEARCH site for tips

82 Criterion I: The Formal Presentation Easiest criterion of the EE! Evaluation of contents and order Check-off of bibliography elements Under 4,000 words Neatness, readability, appearance Sciences: additional requirements on rubric No excuse for less than a 4!

83 Criterion J: Abstract Written dead last and never discussed Maximum 300 words Three paragraphs, one for each purpose: ◦ State the research question studied ◦ State the method of investigation (how the paper proceeds) ◦ Provides a brief summary of conclusions (what was found/discovered) **Training on this is in Fall of senior year

84 Criterion K: Holistic Judgment Result of the viva voce and evaluator’s opinion How hard did the student work? Special circumstances? Intellectual initiative? Above and beyond the call of duty?

85 Student Activity: Evaluator Practice Take an exemplar and rubric Practice grading Focus on elements of the rubric and using notes in front of you **This would be good for you to do with your adviser.

86 Revision Conference Follows completion of the rough draft in September of senior year Absolutely NO editing or marks on clean paper provided back to student Comments provided in boxes on rubric only Conference regarding draft can only occur once!

87 What is the Viva Voce? (p ) Verbal interview Lasts minutes Serves as conclusion to EE process Opportunity for reflection Can serve as plagiarism/malpractice check Used to bolster holistic assessment Should end on a positive note


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