1. IB EXTENDED ESSAY What makes a good RQ?

2. THE EXTENDED ESSAY RELAX

3. THE EXTENDED ESSAY “A study in depth of a limited topic” Independent research supervised by a teacher Independent research supervised by a teacher In a topic YOU choose from one of the IB subject areas In a topic YOU choose from one of the IB subject areas On a question YOU develop On a question YOU develop Presented in 4000 words Presented in 4000 words In accordance with IB requirements In accordance with IB requirements

4. WHAT IS IT? Prepares you for independent research expected by universities Prepares you for independent research expected by universities Format is a formal research paper – scholarly journal Format is a formal research paper – scholarly journal Written in a scholarly voice Written in a scholarly voice Essay is an analytical answer to a question YOU develop Essay is an analytical answer to a question YOU develop

5. WHAT IS IT NOT? It is NOT a review of the literature It is NOT a review of the literature It is NOT a book report or plot summary It is NOT a book report or plot summary It is NOT everything you ever learned about your subject It is NOT everything you ever learned about your subject It is NOT your opinion, your thoughts, or your beliefs It is NOT your opinion, your thoughts, or your beliefs

6. THE EE IS…….. A carefully constructed analytical answer to a very precise question A carefully constructed analytical answer to a very precise question Based on DATA and EVIDENCE from your research Based on DATA and EVIDENCE from your research Data cited as to source Data cited as to source

7. The EE Advisor WILL NOT Tell you what to do Tell you what to do Give you a RQ Give you a RQ Give you research resources Give you research resources Edit your work Edit your work Remind you of the deadlines Remind you of the deadlines Chase you down Chase you down

8. Getting to the Research Question S-T-QSubject…. Topic…. Topic…. Question…. Question….

9. Getting to the Research Question Choose a SUBJECT Choose a SUBJECT Choose a TOPIC within that subject Choose a TOPIC within that subject Choose a narrow RESEARCH QUESTION that will focus your research and argument. Choose a narrow RESEARCH QUESTION that will focus your research and argument.

10. Choosing a Topic Limited in scope and sufficiently narrow to allow you to examine an issue in depth Limited in scope and sufficiently narrow to allow you to examine an issue in depth But big enough so you may collect and/or generate data for analysis But big enough so you may collect and/or generate data for analysis Science topics are most successful when you conduct an experiment Science topics are most successful when you conduct an experiment Consult your advisor and Librarian Consult your advisor and Librarian

11. Choosing a Topic If you’re not confused, you haven’t spent enough time on it yet. If you’re not confused, you haven’t spent enough time on it yet. Keep reading. Keep reading. If you haven’t changed your mind, you haven’t spent enough time on it yet. If you haven’t changed your mind, you haven’t spent enough time on it yet. Read some more. Read some more.

12. The Research Question The MOST important part of the essay. There are NO good essays with BAD research questions. The MOST important part of the essay. There are NO good essays with BAD research questions. Think of the RQ as the map for the essay – don’t create a map to nowhere. Think of the RQ as the map for the essay – don’t create a map to nowhere. Questions have “question marks” Questions have “question marks” No ??, no research question. No ??, no research question.

13. Good Research Questions Should relate two things (Like variables in a grade 10 science fair) Should relate two things (Like variables in a grade 10 science fair) These factors should be These factors should be “cause and effect” related

14. Good research questions Is it too easy? Is an answer easily found? Is it too easy? Is an answer easily found? Is it “unanswerable”? Ghosts do not exist. Cannot look everywhere! Is it “unanswerable”? Ghosts do not exist. Cannot look everywhere! Is there a clear cut answer? Is there a clear cut answer? Is there no real answer? Is there no real answer? Does enough evidence exist to argue this? Does enough evidence exist to argue this?

15. Good research questions Can an argument be developed for or against an aspect of this? Can an argument be developed for or against an aspect of this? Is the question speculative? What if? Is the question speculative? What if? Could a reasonable person disagree with the argument? Could a reasonable person disagree with the argument?

16. Good research questions Is it narrow enough? Is it narrow enough? Can it be done in 4000 words? Can it be done in 4000 words? How can it be narrowed? How can it be narrowed? GeographicallyGeographically By eraBy era By exampleBy example With real world exampleWith real world example To one workTo one work

17. Good research questions Are ones for which information is available Are ones for which information is available Relate to the real world or have practical applications Relate to the real world or have practical applications Deepen the question Deepen the question Has the “So what?” factorHas the “So what?” factor Includes a possible solutionIncludes a possible solution The issue is not trivialThe issue is not trivial

18. Good research questions Avoid Avoid vague words (interesting, best, difficult)vague words (interesting, best, difficult) inflammatory words (evil, all, every, best)inflammatory words (evil, all, every, best) using too many words of others –needs to be your own wordsusing too many words of others –needs to be your own words

19. Research Question Analysis ECONOMICS: Does globalization affect Turkey? ENGLISH, Group 1: What symbols are employed by F. Scott Fitzgerald?

20. BAD Research Questions BIOLOGY: What causes cancer? HISTORY: What was the impact of the civil rights movement? The History of _______________

21. GOOD Research Questions ENGLISH: How does the portrayal of Joan of Arc by Shaw, Anouilh, and Schiller differ? BIOLOGY: An experimental study to determine if Vitamin C levels in orange juice differ in supermarket vs. restaurants

22. GOOD Research Questions ECONOMICS: ECONOMICS: What is the impact of international coffee prices on the standard of living in Guatemala?

23. IB Prohibitions Cannot recycle topics/papers you have written for IB classes. Cannot recycle topics/papers you have written for IB classes. Ethical considerations in design of experiments – no experiments that cause pain or stress to living organisms. Ethical considerations in design of experiments – no experiments that cause pain or stress to living organisms.

24. IB Prohibitions The RQ MUST be yours. Beware of off-campus interning projects. The RQ MUST be yours. Beware of off-campus interning projects. One student per Research Question – this YOUR question One student per Research Question – this YOUR question

25. Know the Criteria! A. Research Question (0-2) A. Research Question (0-2) B. Introduction (0-2) B. Introduction (0-2) C. Investigation (0-4) C. Investigation (0-4) D. Knowledge of topic (0-4) D. Knowledge of topic (0-4) E. Reason argument (0-4) E. Reason argument (0-4) F. Application of Analytical skills (0-4) F. Application of Analytical skills (0-4) G. Use of appropriate language (0-4) G. Use of appropriate language (0-4)

26. Know the Criteria (con’t)! H. Conclusion (0-2) H. Conclusion (0-2) I. Formal presentation (0-4) I. Formal presentation (0-4) J. Abstract (0-2) J. Abstract (0-2) K Holistic Judgment (0-4) K Holistic Judgment (0-4) TOTAL possible points: 36 TOTAL possible points: 36

27. Mark Bands 29 – 36ExcellentA 29 – 36ExcellentA 23-28GoodB 23-28GoodB 16-22SatisfactoryC 16-22SatisfactoryC 8-15MediocreD 8-15MediocreD 0-7ElementaryE 0-7ElementaryE

28. It’s all about analysis Use EVIDENCE, DATA not description, chronological lists. Use EVIDENCE, DATA not description, chronological lists. This is not a ‘report.” This is not a ‘report.” It’s an argument with supporting information. It’s an argument with supporting information. This is NOT a review of the literature—your voice must come through loud and clear. This is NOT a review of the literature—your voice must come through loud and clear.

29. Using Evidence Like in English…Point; Proof; Explanation! Like in English…Point; Proof; Explanation! State your claim. Include your evidence and relate it to your claim. State your claim. Include your evidence and relate it to your claim. Comment on the evidence to show how it supports your claim. Comment on the evidence to show how it supports your claim. Include counter-argument evidence. Include counter-argument evidence.

30. Evidence Without a claim… Without a claim… Evidence is not persuasive! Evidence is not persuasive! Without evidence… Without evidence… A claim is not persuasive! A claim is not persuasive!

31. Example To support an RQ: “do teens who multi-task perform less well academically in high schools in Ontario?” To support an RQ: “do teens who multi-task perform less well academically in high schools in Ontario?”

32. Evidence Example Claim: students who listen to music while studying do less well on tests. Claim: students who listen to music while studying do less well on tests. (this is my thought based on what I have read and it supports my thesis) It is nothing without some evidence.

33. Evidence Find an expert or a researcher who has studied this. Find an expert or a researcher who has studied this. Use databases…you know like Questiaschool or the Virtual Library Use databases…you know like Questiaschool or the Virtual Library Questiaschool DAFR4553@hwdsb.on.ca DAFR4553@hwdsb.on.ca DAFR4553@hwdsb.on.ca Pw: Ancaster (case sensitive) Pw: Ancaster (case sensitive)

34. Evidence to support Although many students may believe they can switch back and forth between different tasks with no serious consequences to their academic performance, multitasking has been shown to dramatically increase the number of memory errors and the processing time required to "learn" topics that involve a significant cognitive load (Rubenstein, Meyer, and Evans, 2008). Found on Questiaschool Critically evaluate: Who are these people? Have they written on it before? Are they experts? The study is older? Has research changed since? Was this a peer-reviewed journal? Can their findings be related to my topic? Is it externally valid? Was the study well done? If I get satisfactory answers to these questions, then I move on with this as a piece of evidence.

35. Evidence to support The older, but still important study by Rubenstein et al. (2008) of university students and their abilities to focus while using laptops at the same time, clearly showed evidence that students are not effectively able to switch between tasks and still perform at their highest level. This study, published in the Journal of Experimental Psychology, while looking at university-aged students, was performed under conditions currently found in Ontario high schools and therefore, is evidence that similar limitations exist in our high school students attempting to multi-task. The older, but still important study by Rubenstein et al. (2008) of university students and their abilities to focus while using laptops at the same time, clearly showed evidence that students are not effectively able to switch between tasks and still perform at their highest level. This study, published in the Journal of Experimental Psychology, while looking at university-aged students, was performed under conditions currently found in Ontario high schools and therefore, is evidence that similar limitations exist in our high school students attempting to multi-task.

36. Scholarly Writing Scholarly writing is hard… Scholarly writing is hard… You have to have the best evidence You have to have the best evidence You have to analyse it You have to analyse it You have to tie everything together to make a compelling argument around your thesis You have to tie everything together to make a compelling argument around your thesis Your voice has to shine through Your voice has to shine through It has to be supported by expert evidence It has to be supported by expert evidence

37. It’s about being a scholar Use a scholarly, professional style Use a scholarly, professional style No “I” statements (“I think”) No “I” statements (“I think”) Use the language and vocabulary of your field Use the language and vocabulary of your field Keep a Research Diary/Portfolio Keep a Research Diary/Portfolio

38. It’s about the rules! Read the Guidelines (“The Blue Book”) Read the Guidelines (“The Blue Book”) Make sure your RQ is in the right Subject – your essay will be submitted to an examiner in YOUR subject Make sure your RQ is in the right Subject – your essay will be submitted to an examiner in YOUR subject This is NOT the place for interdisciplinary topics This is NOT the place for interdisciplinary topics Did we mention? Read the EE Guide Did we mention? Read the EE Guide

39. It’s about the sources! Do not rely uncritically on Internet sources Do not rely uncritically on Internet sources Analyze your sources IN your essay Analyze your sources IN your essay Primary sources over secondary sources Primary sources over secondary sources No encyclopedia-like sources No encyclopedia-like sources No textbooks No textbooks No Wikipedia!! No Wikipedia!! Range and balance of sources Range and balance of sources

40. Let’s talk plagiarism EACH fact, idea, quote, chart, graph, picture, number not your own must be sourced (with page number) EACH fact, idea, quote, chart, graph, picture, number not your own must be sourced (with page number) The direct or indirect use of the words of another person MUST be sourced. (paraphrasing doesn’t mean no citation) The direct or indirect use of the words of another person MUST be sourced. (paraphrasing doesn’t mean no citation) Restating someone’s ideas EVEN IF not copied is plagiarism! Restating someone’s ideas EVEN IF not copied is plagiarism! The solution: CITATIONS The solution: CITATIONS Be consistent in citation style Be consistent in citation style Manage sources as you do your research: research notebook Manage sources as you do your research: research notebook

41. Pitfalls: The Research Plan for science experiments to go awry – they always do Plan for science experiments to go awry – they always do Data may be unavailable for your topic Data may be unavailable for your topic RQ may be too broad RQ may be too broad You may not have enough background to complete the research You may not have enough background to complete the research Be flexible and willing to change directions in the beginning Be flexible and willing to change directions in the beginning

42. APPENDIX: The Presentation How to put it all together Title page (Title is NOT the RQ) Title page (Title is NOT the RQ) Abstract of 300 words Abstract of 300 words Table of contents with subheads Table of contents with subheads Body of essay with subheads Body of essay with subheads Bibliography (ONLY works cited and in alphabetical order) Bibliography (ONLY works cited and in alphabetical order) Page numbers Page numbers Candidate number on every page Candidate number on every page

43. Pitfalls: Word Count Word count must be on title page Word count must be on title page 4000 words max for paper 4000 words max for paper This does not include acknowledgements, table of contents charts and tables, annotated illustrations, bibliography or any appendices. This does not include acknowledgements, table of contents charts and tables, annotated illustrations, bibliography or any appendices.

44. Pitfalls: Word Count Word count must be on title page Word count must be on title page 4000 words max for paper 4000 words max for paper This does not include acknowledgements, table of contents charts and tables, annotated illustrations, bibliography or any appendices. This does not include acknowledgements, table of contents charts and tables, annotated illustrations, bibliography or any appendices.

45. PRESENTATION: TITLE PAGE The Impact of Bicycle Paths on Land Use in Portland, Oregon Susie Q. Student Susie Q. Student Candidate 0517-123 Candidate 0517-123 Environmental Systems and Societies Word Count: 3922 Word Count: 3922 December 16, 2010 December 16, 2010

46. ABSTRACT Abstract of 300 words. Abstract is NOT an introduction. Abstract of 300 words. Abstract is NOT an introduction. Write this LAST. Write this LAST. Abstract should state: Abstract should state: Research question being investigatedResearch question being investigated The scope of the investigationThe scope of the investigation The conclusion/s of the essayThe conclusion/s of the essay

47. TABLE OF CONTENTS Place AFTER the abstract Place AFTER the abstract All pages must be numbered All pages must be numbered Body of essay must have subheadings that are reflected in the TOC Body of essay must have subheadings that are reflected in the TOC Index is not required Index is not required

48. BIBLIOGRAPHY Each work cited in the essay must be listed in the bibliography Each work cited in the essay must be listed in the bibliography Examiners match the citations to the bibliography Examiners match the citations to the bibliography Over reliance on limited sources will lose points Over reliance on limited sources will lose points

49. APPENDICES Not viewed as essential and examiners are not required to read Not viewed as essential and examiners are not required to read Unless considered essential, complete lists of raw data should not be included Unless considered essential, complete lists of raw data should not be included