Ib Website Extended Essay Guidelines

Curriculum: Core - Extended Essay - Class of 2018+

The following information regarding Extended Essays is valid for students in the class of 2018 and future years.
​All of the information on this page, including the "at a glance" and "key features" below, is taken directly from the IB's Extended Essay website for IB teachers.

The extended essay at a glance
The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects for those taking the IB diploma, or a subject that a course student has a background in. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (an appropriately qualified member of staff within the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is mandatory that all students undertake three reflection sessions with their supervisor, which includes a short, concluding interview, or viva voce, with their supervisor following the completion of the extended essay. An assessment of this reflection process is made under criterion E (Engagement) using the Reflections on planning and progress form.
The extended essay is assessed against common criteria, interpreted in ways appropriate to each subject.

Key features of the extended essay
  • The extended essay is compulsory for all students taking the Diploma Programme and is an option for course students.
  • A student must achieve a D grade or higher to be awarded the Diploma.
  • The extended essay is externally assessed and, in combination with the grade for theory of knowledge, contributes up to three points to the total score for the IB Diploma.
  • The extended essay process helps prepare students for success at university and in other pathways beyond the Diploma Programme.
  • When choosing a subject for the extended essay, students must consult the list of available Diploma Programme subjects published in the Handbook of procedures for the Diploma Programme for the session in question.
  • The extended essay is a piece of independent research on a topic chosen by the student in consultation with a supervisor in the school.
  • It is presented as a formal piece of sustained academic writing containing no more than 4,000 words accompanied by a reflection form of no more than 500 words.
  • It is the result of approximately 40 hours of work by the student.
  • Students are supported by a supervision process recommended to be 3–5 hours, which includes three mandatory reflection sessions.
  • The third and final mandatory reflection session is the viva voce, which is a concluding interview with the supervising teacher.​
Information about the EE is available in the following sections below:

CONTRACT AND DEADLINES

EXTENDED ESSAY OVERVIEW

SUPPORTING THE EXTENDED ESSAY

supporting_the_ee_-_researchers_reflection_space_-_student-supervisor_relationship.pdf
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supporting_the_ee_-_researchers_reflection_space_-_role_of_the_rrs.pdf
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supporting_the_ee_-_researchers_reflection_space_-_nature_of_the_rrs.pdf
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supporting_the_ee_-_researchers_reflection_space.pdf
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supporting_the_ee_-_the_supervisor.pdf
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supporting_the_ee_-_the_sudent.pdf
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FOR STUDENTS

Exended Essay - class of 2018 - Reflections on planning and progress form - LAST NAME First Name - updated 08-2017.pdf
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Extended essay - class of 2018 - Reflections on planning and progress form - LAST NAME First Name.pdf
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for_students_-_protocols_for_the_reflections_on_planning_and_progress_form.pdf
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for_students_-_authenticating_student_work.pdf
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for_students_-_reflection_sessions_-_final_session_viva_voce.pdf
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for_students_-_reflection_sessions_-_prepraration_for_final_session_viva_voce.pdf
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for_students_-_reflection_sessions_-_submission_requirements.pdf
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for_students_-_reflection_sessions_-_commenting_on_a_draft.pdf
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for_students_-_reflection_sessions_-_interim_reflection_session.pdf
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for_students_-_reflection_sessions_-_prepraration_for_interim_session.pdf
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for_students_-_reflection_sessions_-_first_formal_reflection_session.pdf
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for_students_-_reflection_sessions_-_prepraration_for_first_session.pdf
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for_students_-_supporting_mandatory_reflection_sessions.pdf
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for_students_-_supervision_sessions_vs_reflection_sessions_-_formal_reflection_sessions.pdf
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for_students_-_supervision_sessions_vs_reflection_sessions_-_check-in_sessions.pdf
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for_students_-_supervision_sessions_vs_reflection_sessions.pdf
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for_students_-_the_supervision_process.pdf
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RESEARCH AND WRITING

research_and_writing_-_initial_guidance.pdf
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Research and Writing: Developing a research question
research_and_writing_-_developing_a_research_question.pdf
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research_and_writing_-_developing_a_research_question_-_first_steps.pdf
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research_and_writing_-_sample_research_questions.pdf
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Research and Writing: Academic honesty
research_and_writing_-_academic_honesty.pdf
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research_and_writing_-_academic_honesty_-_accessing_sources.pdf
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research_and_writing_-_academic_honesty_-_bibliography.pdf
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research_and_writing_-_academic_honesty_-_citations.pdf
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research_and_writing_-_academic_honesty_-_use_of_computer_programs.pdf
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research_and_writing_-_academic_honesty_-_using_online_encyclopedias.pdf
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research_and_writing_-_academic_honesty_-_referencing.pdf
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research_and_writing_-_academic_honesty_-_referencing_online_materials.pdf
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Research and Writing: Ethics
Research and Writing: Presentation
research_and_writing_-_presentation.pdf
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research_and_writing_-_presentation_-_appendices.pdf
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research_and_writing_-_presentation_-_footnotes_and_endnotes.pdf
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research_and_writing_-_presentation_-_illustrations.pdf
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research_and_writing_-_presentation_-_reliance_on_external_sources.pdf
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research_and_writing_-_presentation_-_specimen_materials.pdf
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research_and_writing_-_presentation_-_tables.pdf
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research_and_writing_-_presentation_-_word_counts.pdf
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Research and Writing: Writing the EE
research_and_writing_-_writing_the_ee.pdf
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research_and_writing_-_writing_the_ee_-_title_page.pdf
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research_and_writing_-_writing_the_ee_-_contents_page.pdf
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research_and_writing_-_writing_the_ee_-_introduction.pdf
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research_and_writing_-_writing_the_ee_-_body.pdf
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research_and_writing_-_writing_the_ee_-_conclusion.pdf
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research_and_writing_-_writing_the_ee_-_references_and_bibliography.pdf
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research_and_writing_-_proofreading.pdf
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ASSESSMENT

SUBJECT SPECIFIC - GROUP 1 - STUDIES IN LANGUAGE AND LITERATURE

group_1_-_interpreting_the_ee_assessment_criteria.pdf
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SUBJECT SPECIFIC - GROUP 2 - LANGUAGE ACQUISITION

  • Contract and Deadlines
  • Extended Essay Overview
  • Supporting the Extended Essay
  • ​For Students
  • Research and Writing
  • Assessment
  • ​Subject Specific Guidelines
ee_overview_-_at_a_glance.pdf
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ee_overview_-_assessment_objectives.pdf
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ee_overview_-_prior_learning.pdf
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ee_overview_-_reflection.pdf
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research_and_writing_-_ethical_guidelines.pdf
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research_and_writing_-_ethical_guidelines_-_animals.pdf
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assessment_-_overview.pdf
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assessment_-_criterion_a_-_focus_and_method.pdf
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assessment_-_grade_descriptors.pdf
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assessment_-_criterion_b_-_knowledge_and_understanding.pdf
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assessment_-_best_‭fit_approach_and_markbands.pdf
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assessment_-_criterion_c_-_critical_thinking.pdf
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assessment_-_unpacking_the_criteria.pdf
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assessment_-_criterion_d_-_presentation.pdf
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assessment_-_criterion_e_-_engagement.pdf
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group_1_-_introduction.pdf
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group_1_-_choice_of_topic.pdf
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group_1_-_overview.pdf
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group_1_-_treatment_of_the_topic.pdf
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group_2_-_introduction.pdf
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AUTHOR Style, e.g., MLA - Modern Language Association

This is the style with "author" -- and "page number" (if relevant).

Scentists have proved that mice can sing (Mice Research).  But others disagree (Smith, Brown, and Kaser 135).

AUTHOR-DATE Style, e.g., APA - American Psychological Association

This is the style with "author" and "date" -- and "page number" (if relevant).  For example:

Scientists have proved that mice can sing ("Mice Research," 2012).  But others disagree (Smith, Brown, & Kaser, 2013, p. 135).

FOOTNOTES Style, e.g., the Chicago Manual of Style (CMS)

This is the "foonotes" style.

Scientists have proved that mice can sing.1  But others disgree.2
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1.  "Mice Research," Scientists United, 2012, accessed September 1, 2014, http://sciunited.com/miceresearch.
2.  Anne Smith, Nancy Brown, and Kate Kaser, Research on Mice and Music (London: Oxford University Press, 2013), 135.


NOTE:  All three of the styles above would still have a "Works Cited" or "Bibliography" section at the end of the paper, where all the sources are listed alphabetically, in one list.

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