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The Complete IB Extended Essay Guide: Examples, Topics, and Ideas

International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

• A title page
• Contents page
• Introduction
• Body of the essay
• References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

• Group 1: Studies in Language and Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

• A check on plagiarism and malpractice
• Your reflection on your project's successes and difficulties
• Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!  

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

• Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
• Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
• English: An Exploration of Jane Austen's Use of the Outdoors in Emma
• Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
• Math: Alhazen's Billiard Problem
• Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

• January/February of Junior Year: Come up with your final research topic (or at least your top three options).
• February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
• April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
• Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
• August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
• September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
• November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

• Criterion A: Focus and Method (6 points maximum)
• Criterion B: Knowledge and Understanding (6 points maximum)
• Criterion C: Critical Thinking (12 points maximum)
• Criterion D: Presentation (4 points maximum)
• Criterion E: Engagement (6 points maximum)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.

Here is the breakdown of EE scores (from the May 2021 bulletin):

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

• Business Management 1
• Chemistry 1
• Chemistry 2
• Chemistry 3
• Chemistry 4
• Chemistry 5
• Chemistry 6
• Chemistry 7
• Computer Science 1
• Economics 1
• Design Technology 1
• Design Technology 2
• Environmental Systems and Societies 1
• Geography 1
• Geography 2
• Geography 3
• Geography 4
• Geography 5
• Geography 6
• Literature and Performance 1
• Mathematics 1
• Mathematics 2
• Mathematics 3
• Mathematics 4
• Mathematics 5
• Philosophy 1
• Philosophy 2
• Philosophy 3
• Philosophy 4
• Philosophy 5
• Psychology 1
• Psychology 2
• Psychology 3
• Psychology 4
• Psychology 5
• Social and Cultural Anthropology 1
• Social and Cultural Anthropology 2
• Social and Cultural Anthropology 3
• Sports, Exercise and Health Science 1
• Sports, Exercise and Health Science 2
• Visual Arts 1
• Visual Arts 2
• Visual Arts 3
• Visual Arts 4
• Visual Arts 5
• World Religion 1
• World Religion 2
• World Religion 3

What's Next?

Trying to figure out what extracurriculars you should do? Learn more about participating in the Science Olympiad , starting a club , doing volunteer work , and joining Student Government .

Studying for the SAT? Check out our expert study guide to the SAT . Taking the SAT in a month or so? Learn how to cram effectively for this important test .

Not sure where you want to go to college? Read our guide to finding your target school . Also, determine your target SAT score or target ACT score .

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Extended Essay (IB): Choosing a subject and topic

• The Inquiry Process
• EE Seminar 1
• EE Seminar 2
• IT Workshop 1
• EE Investigation Days
• EE Writing Days
• Choosing a subject and topic
• Developing a line of inquiry
• Finding and selecting sources
• Working with ideas
• Expressing your ideas
• Using ManageBac
• Supervisor resources
• Who can help?

For your EE you have the freedom to focus on almost any topic and you will write your own question to answer.  However, your topic must fit into a single DP subject (unless you choose to write an interdisciplinary essay, such as a World Studies EE that covers a topic “of contemporary global significance” and is likely to encompass two subject areas).

Given the academic challenge and level expected of an EE, you are strongly advised to choose a subject that you are currently studying, preferably at Higher Level.

Introduction to the Extended Essay

What is the Extended Essay?

• Compulsory element of the core, along with TOK and CAS
• Inquiry-based research project resulting in an essay of up to 4,000 words
• Topic of your choice, but must be based in a DP subject * and meet subject-specific requirements
• You are strongly encouraged to do your essay in one of your HL subjects

*It is possible, under certain circumstances, to combine two subjects and do a World Studies essay but we do not currently recommend this.

What do I need to do?

This guide is just to get your thinking started.

You are going to be spending nine months on your Extended Essay - it is very important to choose a topic that actually interests you, or it is going to be a very long nine months...

Good preparation is much more effective for finding inspiration than last minute panic!

CALVIN AND HOBBES © Watterson. Reprinted with permission of ANDREWS MCMEEL SYNDICATION.  All rights reserved.

How do I choose a subject?

• Think about your interests outside the classroom then check whether they might fit into any IB subject areas.
• Think about your IB subjects, particularly your HL subjects. Which would (and wouldn't) you enjoy exploring in more depth?
• Make a list of the topics (for one or more different subject areas) that you have enjoyed in that subject area and a list of topics you haven’t covered but wish you had. You might want to chat to your teachers or have a look in your textbooks.
• Think about any career aspirations you might have, or any ideas for further study, and they could point you in a direction.

Now have a look at the Subject Group Overviews , below, to see what an EE in that group might involve. It is worth comparing a couple of different subject groups.

Subject Group Overviews

• Group 1: Studies in language and literature
• Group 2: Language acquisition (incl. Classical Languages)
• Group 3: Individuals and societies
• Group 4: Experimental sciences
• Group 5: Mathematics
• Group 6: The Arts
• Interdisciplinary essays

• Category 1 Studies of one or more literary works originally written in the language in which the essay is presented.
• Category 2 Studies of a literary work or works originally written in the language of the essay compared with one or more literary works originally written in another language. (The work originally written in another language may be studied in translation.)
• Category 3 Studies in language based on one or more texts originally produced in the language in which the essay is presented.

Students and teachers must indicate at the point of upload which category of essay they are submitting."

From: IBO (2020) Extended Essay: Studies in language and literature

Students working on a language acquisition EE must demonstrate an in-depth understanding of the language, culture and society or literature studied. This understanding must be shown in the form of:

• an analysis of a cultural context or a specific text OR
• an analysis of trends in the culture studied and the impact of a cultural change on the form or use of the language OR
• an analysis and comparison of literary texts.

For those undertaking a classical Greek or Latin EE, the focus is on demonstrating an understanding of a relevant or significant aspect of the language, literature and civilization of ancient Greece or Rome."

From: IBO (2020) Extended Essay: Language acquisition including classical languages

Note that you may not do your EE in a language you are studying at ab initio level .

The individuals and societies EE is intended to encourage the systematic and critical study of:

• human experience and behaviour
• physical, economic and social environments
• the history and development of social and cultural institutions.

Students’ choice of topic should enable them to recognize that the content and methodologies of the subjects are contestable and that their study requires critical thinking.

Students must have sufficient grounding in the subject under which they submit their essay: reading a textbook or consulting an encyclopedia while writing the EE will not compensate for a lack of proper background knowledge."

From: IBO (2020) Extended Essay: Individuals and societies

Note: The IB considers Environmental Systems and Societies EEs to be interdisciplinary, so materials for these can be found under the Interdisciplinary essays tab, above.

"An extended essay (EE) in the sciences gives students an opportunity to apply a range of skills while researching a topic of personal interest in the field. Students working on a science EE must demonstrate an in-depth analysis of the subject matter studied, be it biology, chemistry, computer science, design technology, physics or sports, exercise and health science. This understanding must be shown in the form of a research paper involving a wellformulated research question. Students should be advised that while there is overlap between the subjects, their study should reflect one specific science area. For example:

• biology—dealing with living organisms and life processes
• chemistry—dealing with the composition, characterization and transformation of substances

...The nature of the topic under investigation should be different for each subject area and students should be careful if they undertake essays that may blur the boundaries between two science subjects. For example, when studying the pH of a body of water, students may investigate the chemicals responsible for the observed pH (chemistry), or the effect of the pH on the biota (biology)."

From: IBO (2020) The Sciences: an introduction from Extended Essay: The sciences

• the applicability of mathematics to solve both real and abstract problems
• the beauty of mathematics, as in, for instance, geometry or fractal theory
• the elegance of mathematics in the proving of theorems as in, for example, number theory
• the origin and subsequent development of a branch of mathematics over a period of time, measured in tens, hundreds or thousands of years
• the links between different branches of mathematics, or the way that branch of mathematics has been born, or has flourished, as a result of technology.

Students should be advised on the importance of formulating logical and coherent reasons for selecting a particular topic for the EE, the need to identify a well-thought-out research question and the requirement to search for the mathematical problems that require a solution. Students must be advised that mathematical research is a long-term and open-ended exploration of a set of related mathematical problems that are based on personal observations. The answers to these problems connect to and build upon each other over time."

From: IBO (2020) Extended Essay: Mathematics

• a coherent analysis and interpretation of their chosen area in relation to a posed research question
• the testing and validation of the research and consideration of its effect on the practice of the investigated area of the arts
• development and exploration in a disciplined and imaginative way of an area of study specifically appropriate to the curriculum area chosen
• a link to a practical dimension.

Each subject area poses its own unique set of challenges. Therefore, the approach to the topic of investigation should reflect the particular methodology most appropriate to the arts subject being studied. Students should have logical and coherent reasons for selecting a particular topic for their essay, a well-thought out research question and an approach that allows them to develop a reasoned argument.

...While there may be overlap between the subjects in the arts and common approaches, the research topic must clearly relate to one specific arts area. If a student chooses a research area that blurs the boundaries between two arts subjects, they must ensure that their essay’s emphasis clearly lies within the arts subject for which they are submitting it. Crucially, the topic selected should reflect each student’s particular interest and enthusiasm within that subject area."

From: IBO (2020) Extended Essay: The arts

For example, in literature and performance, students focus on the nature of the relationships that occur between a chosen text and its adaptation for performance; in world studies an issue of contemporary global significance is explored through the lenses of two subjects ; and in environmental systems and societies the interaction and integration of natural environmental systems and human societies are explored

Students undertaking one of these options must demonstrate a solid understanding of their area of research, taking a fully integrated approach. This examination must be shown in the form of:

• a coherently written and structured essay that effectively addresses an area of research, taking an interdisciplinary approach
• bringing together concepts, methods and approaches from across different subjects
• the development and exploration of an area of study specifically appropriate to the interdisciplinary choice

The most critical stage in preparing for the EE is the formulation of a logical and coherent rationale for selecting a particular topic for the extended essay, a topic that offers enough scope to provide material for a substantial essay , and the development of ideas around the topic and research question that examine existing views and argue against them."

From: IBO (2020) Interdisciplinary essays: an introduction from Extended Essay: Interdisciplinary essays

We do not recommend undertaking an EE in World Studies. If you choose to do so anyway, make sure that you consider very carefully whether your topic would fit the requirements of a single subject discipline instead. It can be challenging to juggle the requirements of two different subjects while undertaking a piece of academic research like this for the first time, particularly if you do not currently study one or both of the subjects.

Note that the Treatment of the Topic section of the Subject Guide for World Studies says that:

"It is expected that students will have a good grounding in at least one of the Diploma Programme subjects used in the EE.

If they are unfamiliar with a discipline used, they must access its syllabus so that they can identify the concepts, terminology and modes of thinking required for their EE. (Many IB syllabuses contain lists of key concepts.)"

This means that whether or not you are currently studying either or both of the subject areas your World Studies EE is based in  you will need to use DP Level concepts, terminology and modes of thinking appropriate to both subject areas.

Subject Specific Guidance

Use the links below to explore the Subject-Specific Guidance for your chosen subject. Note that it is very important to use the side navigation menu to make sure you have read ALL the relevant guidance (see example for Biology, below).

You MUST read the subject-specific guidance before completing your Supervisor Application Form, and reread it before completing your Research Proposal Log. You might find it helpful to take notes using the Using the Subject-Specific Guidelines table.

Electronic versions of these can be found at the top right hand side of this page (follow links). If you wish to submit your handwritten version to ManageBac, you may upload a (legible!) photograph.

Ethical guidelines

You must address the IB ethical guidelines in your Research Proposal and follow them throughout the EE process. Some Subject Guides will contain specific ethical guidelines for that subject, but here are some general guides you might need to refer to:

Extended essays from previous years

Past essays

It can be really useful at this stage to look at essays from previous Oakham students, to see what kinds of topics they investigated and what their final essays looked like. These are upstairs in the library and can be looked at while you are here.

Please remember:

• These are all the essays from past Oakhamians and they were awarded a range of grades (which are recorded on the contents pages). They are not a set of examples of 'good' essays or even 'good' titles.
• There have been several rule changes in the past, most notably in 2018, so make sure you are aware of the current rules.

You may take photographs of individual pages (such as the contents pages). You may not photograph or photocopy whole essays.

How do I choose a topic?

Go back to your brainstormed list of topics from the first session:

• Eliminate any that you don’t really want to write about and focus on the rest.
• Use the ideas on the mind map below to examine these topics and decide which might be worth further exploration. You might choose to make a mind map like this for some of your topics.

Before deciding on a topic you should do some preliminary research to see what information is out there. Make a few brief notes as you go.

• General internet browsing: You could begin with some freestyle internet searching on a broad topic that interests you. Search for your topic online, give yourself an hour to follow links and see where they take you – keeping an EE focus, of course!
• Subscription Databases : While you will almost certainly search the databases extensively for your research once you have chosen a topic, you can also browse them to help you to chose one. See the ' Browsing our subscription databases ' box below for advice on the best ones to choose for this. Using the subscription databases to help you to choose a topic also means that you are guaranteed to be able to find high quality information on that topic.
• Talk to your teachers, friends and family

Put your notes away, forget about what you have read for a few days, then see what you remember.  This time and distance is important as it is likely that you will remember what is of most interest to you, and so the angle you should develop.

Aim to have three suggestions for topic areas you might like to explore for your EE to explore further before making a decision .

Browsing our subscription databases

You are likely to have used our databases in the past to search for information on specific topics, but many of them are also excellent when browsing for ideas. I have made some suggestions below. You will need to access them from the list on our Subscription Databases page (using the log in information given if you are not on the school network).

An excellent series of ebooks providing a short, academic introduction to a wide range of topics. Choose 'Browse by subject' from the menu bar to explore them (or use the excellent search facility if you know which topic you are interested in).

An online encyclopaedia that you can trust and cite! Choose 'Advanced' then 'Explore: Articles' to browse Britannica in a range of different subject areas.

Hodder Education Magazines

Although aimed at A-level students, browsing these Review magazines may be a good way to identify a broad topic of interest. After you log-in, you can choose to search the whole database or choose a specific subject and browse/search within it.

Other, subject-specific resources

• Art: Oxford Art
• Drama: Drama Online
• Economics: Financial Times and Gale Newspaper Collection
• English literature: Connell Guides, EBSCO Literary Reference Centre, emagazine and MASSOLIT (a video-based resource)
• Music: Naxos Music Library, Oxford Music
• Politics: Financial Times and Gale Newspaper Collection 

Using the Subject Specific Guidelines

This table will help you work with the Subject-Specific Guidelines as you choose your topic. You are not required to submit this form to your supervisor, but you might find it helpful when filling in your Supervisor Application Form and Research Proposal.

AI Prompt Catcher

• AI Prompt Catcher Example

This Prompt Catcher  must  be completed if you are using AI tools as part of your initial research.  Since examiners cannot access the exact AI-generated content subsequently, you must cite and reference the tool in your essay and include a copy of the Prompt Catcher containing the generated content and the prompt you used to generate it in an appendix.

Annotated bibliography

This resource will help you to keep track of all the different sources you find. Once you start working with each source in more detail, you will also need a tool like the Investigative Journal to organise your notes.

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How to Choose an IB Extended Essay Topic

What’s covered:, what is the ib extended essay, what makes a good extended essay topic, narrowing down your focus, how is the extended essay scored.

• How Does The Extended Essay Affect My Admissions Chances?

The International Baccalaureate Program (IB) curriculum requires students to go above and beyond typical academic standards for most high school students. One of the required tasks is writing the extended essay. To further understand the extended essay, we need to understand what IB’s core is, which is related to the 45 points one can achieve in IB . Out of 45 points, three of these points come from the core, which is made up of the extended essay (EE), theory of knowledge, and CAS. Performing well in the EE is critical to doing well in IB, because passing the core is a necessary component of earning the diploma. 

The EE is one of the mandatory components of the IB curriculum, and it’s a practical way of preparing students to write undergraduate-level research papers in the form of a 4000 word essay. You would choose which subject to write your EE on in relation to the subject sets you take when in IB, so you have six choices. If you were to ideally timeline the extended essay and plan all the work out early, you’d start planning a topic the first semester of your junior year (or IB year 1).

Starting early to pick a topic is an advantage many students miss, because the phase of the EE in which most students get stuck on is just finalizing a solid topic to write about. While picking a topic shouldn’t be too stressful, it is important to pick one you could enjoy writing about, as lack of interest is apparent in an essay and will come across to your examiner. 

Searching for ideas to create a topic can come from different sources, but for most people it usually begins with the subjects you’re already taking. For example, let’s say you chose to write an EE in Physics HL or SL, then it does not matter too much. You’d use the topics discussed in class content, ranging from textbooks to lectures as source material for inspiration to create a topic for yourself. 

Perhaps you found yourself particularly interested in planetary physics – you could then read more into that unit of the course and hopefully find bits of information to help create a topic. 

After finding a source of inspiration for your topic, structuring your ideas in a specific format to create a topic is important. 

On the idea of physics, a great topic would be:

Physics EE on Aerodynamics: What is the relationship between frequency and surface area against lift of the propeller of a toy helicopter?

The reason this topic is great is because we can instantly tell how specified and narrowed down the central focus of the paper is just off a glance. Narrowing down your focus in your topic allows you, as the writer, to stay on track throughout the entirety of the paper. Derailing from your topic and going out of its bounds can lead to irrelevant information, making the content of your paper essentially useless. Keep your topic narrow and make sure to follow the topic throughout the entire paper, so you end up with a concise paper that actually can conclude with a solution to whatever your paper seeks to solve. 

Additionally, using keywords in your topic that give the examiner an idea of what they’re going to read is important. In this case, the writer used “frequency” and “surface area,” telling us they’re writing a paper related to mechanics as well. 

Understanding that the topic is the skeleton of your essay, make sure to refer back to it every time you make a finding or reveal data directly relevant to answering the topic’s question. Using data and evidence that isn’t relevant to your narrowed down topic will also cause you to lose points, simply because of the lack of use for it. 

The EE is scored out of 34 total points, with grade boundaries being assigned to associated letter grades with it. The following table lists the grade boundaries with their respective letter grades:

As mentioned earlier, the EE is part of a larger component of the IB curriculum, the core of IB. The core has its own grading scheme that also determines whether or not you pass and earn the diploma. It goes by the following table:

How Does the Extended Essay Affect My Admissions Chances?

While the EE has no direct impact on your college admissions, it does impact your total IB grade. However, even though your IB grade has little impact on your college admissions, being part of IB demonstrates proof of taking rigorous classes, which will positively impact your college admissions. 

That being said, writing the EE will also make you a much better essay writer, and this could later help you in writing essays for college admissions! For more information on how your chances of college admissions look, use CollegeVine’s admissions calculator ! This tool takes into account GPA, test scores, classes, and more to calculate your admissions chances at your dream schools!

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IB Extended Essay: 250+ Ideas and Guide

Charles Whitehouse

What is the IB Extended Essay?

The Extended Essay , along with the Creativity, Activity, Service component and Theory of Knowledge , forms an integral part of the IB Diploma Programme . It offers IB high school students an opportunity to explore a topic of personal interest in-depth, develop research and writing skills, and experience the rigours of academic investigation.

One of the distinguishing features of the IB Extended Essay is its length. It requires students to write a substantial essay of up to 4,000 words, which is equivalent to about 16-20 pages. This allows students to delve into their chosen subject matter and demonstrate their ability to engage with complex ideas.

Over 88,000 IBDP students across the globe undertook the Extended Essay in 2022 as part of their IB Diploma requirements. It has been lauded as an effective preparation for university-level research and writing, helping students develop critical thinking, analytical, and independent research skills.

The Extended Essay is an opportunity for students to apply the knowledge and skills gained from their chosen subjects in a multidisciplinary manner. It encourages interdisciplinary exploration, enabling students to connect different areas of knowledge and develop a deeper understanding of the subject matter.

In order to successfully complete the Extended Essay, students must adhere to a structured process that includes selecting a research question, conducting thorough research, organising their findings, and presenting their analysis and conclusions in a coherent manner. By undertaking the IB Extended Essay, students not only enhance their academic skills but also develop essential skills such as time management, critical thinking, and independent inquiry.

How to Choose Your Extended Essay Research Question?

Choosing a research question for your IB Extended Essay is a crucial step that sets the direction and scope of your investigation. Here are some key considerations to keep in mind when selecting your research question:

1. Personal Interest: Choose a topic that genuinely interests you. Passion for the subject matter will fuel your motivation and dedication throughout the research process.

2. Feasibility: Ensure that your research question is manageable within the constraints of the Extended Essay. Consider the availability of resources, time required for research and analysis, and the scope of the topic.

3. Specificity: Formulate a research question that is focused and specific. A broad question may lead to a lack of depth in your analysis, while a narrow question may limit the availability of relevant sources and data.

4. Relevance: Select a research question that is relevant to the subject you are investigating. It should align with the objectives and content of the chosen subject area.

5. Novelty: Aim for a research question that offers a unique perspective or contributes to existing knowledge. Originality in your approach and analysis can make your Extended Essay stand out.

6. Consultation: Seek guidance from your teachers, mentors, or IB tutors . They can provide valuable insights and help you refine your research question.

Remember that your research question will shape the entire trajectory of your Extended Essay, so take the time to carefully consider and refine it before proceeding with your research.

Now, let's explore a variety of ideas for each subject, providing you with a diverse range of potential topics to consider for your IB Extended Essay.

Top 10 IB Extended Essay Subjects in 2022

Extended Essay Ideas for Each Subject

1. How Do Fibonacci Sequences Apply in Real World Scenarios?

2. Do Fractals Have a Role in Modelling Weather Patterns?

3. Is the Monty Hall Problem Really Counter-Intuitive? A Statistical Analysis.

4. To What Extent Does the Golden Ratio Appear in Architecture?

5. How Does Bayesian Probability Predict Election Outcomes?

6. The Role of Game Theory in the Cold War: A Mathematical Perspective.

7. Can Catastrophe Theory Model Stock Market Crashes?

8. How Effective are Neural Networks in Predicting Future Events?

9. A Study of the Mathematical Strategies Employed in Chess.

10. Comparing the Accuracy of Different Numerical Methods for Solving Differential Equations.

11. Is Bitcoin's Value Deterministic or Stochastic?

12. How Does Voronoi Diagram Optimize Emergency Service Locations?

13. Using the Markov Chain to Predict Weather Patterns.

14. To What Extent is RSA Encryption Secure?

15. How Does Linear Algebra Apply in Computer Graphics?

16. An Investigation into the Math Behind Google's PageRank Algorithm.

17. How Effective is the Math Behind Machine Learning Algorithms?

18. Exploring the Effect of Maths in Optimising Traffic Flow.

19. Are There Mathematical Patterns in Successful Lottery Numbers?

20. How Efficiently Can Prime Numbers Be Generated?

Have a look at our comprehensive set of IB Study Notes and IB Practice Questions , developed by expert IB teachers and examiners!

English Literature

1. The Role of Feminism in Jane Austen's Pride and Prejudice.

2. A Study of Racial Identity in Toni Morrison's The Bluest Eye.

3. Is Hamlet Truly Mad or Just Pretending? An Analysis.

4. The Impact of Post-Colonialism in Chinua Achebe's Things Fall Apart.

5. How Does Orwell Use Language to Depict Dystopia in 1984?

6. The Influence of Gothic Elements in Emily Bronte's Wuthering Heights.

7. The Depiction of Mental Illness in Sylvia Plath's The Bell Jar.

8. The Role of Nature in William Wordsworth's Romantic Poetry.

9. The Effect of Social Hierarchy in F. Scott Fitzgerald's The Great Gatsby.

10. How Does Harper Lee Convey Themes of Racial Injustice in To Kill a Mockingbird?

11. Exploring Gender Stereotypes in George Eliot's Middlemarch.

12. The Role of Supernatural in Shakespeare's Macbeth.

13. Exploring the Influence of Marxism in George Orwell's Animal Farm.

14. A Study of Homosexuality in Oscar Wilde's The Picture of Dorian Gray.

15. How Does Virginia Woolf Explore Feminism in Mrs Dalloway?

16. The Depiction of War in Erich Maria Remarque's All Quiet on the Western Front.

17. The Role of the American Dream in Arthur Miller's Death of a Salesman.

18. The Use of Symbolism in Nathaniel Hawthorne's The Scarlet Letter.

19. A Study of Isolation in Mary Shelley's Frankenstein.

20. The Impact of Social Class in Charles Dickens' Great Expectations.

1. How Do Different pH Levels Affect the Activity of Enzymes in Yeast?

2. Investigating the Effects of Light Intensity on the Rate of Photosynthesis.

3. How Does Temperature Affect the Germination of Seeds?

4. Impact of Varying Salinity Levels on Brine Shrimp Survival Rates.

5. The Role of Epigenetics in Gene Expression: Case Study on Identical Twins.

6. To What Extent Do Different Antibiotics Inhibit Bacterial Growth?

7. How Does Caffeine Affect the Heart Rate of Daphnia?

8. An Investigation into the Impact of Pollution on Local Plant Diversity.

9. The Impact of Various Drugs on the Pulsation Rate of Lumbriculus variegatus.

10. Comparing the Efficacy of Natural Vs. Synthetic Pesticides on Plant Growth.

11. The Role of Gut Microbiota in Obesity: A Literature Review.

12. Does the Level of Vitamin C in Oranges Change Over Time?

13. How Do Different Types of Soil Affect Earthworm Activity?

14. Investigating the Correlation Between Altitude and Plant Biodiversity.

15. Analysis of Microplastic Concentration in Local Freshwater Bodies.

16. Impact of Noise Pollution on Birdsong: A Case Study.

17. A Comparison of Antibacterial Properties in Manuka Honey Vs. Regular Honey.

18. The Effect of Different Light Wavelengths on the Growth of Pea Plants.

19. How Does Exercise Intensity Impact Blood Glucose Levels?

20. Is There a Correlation Between Water pH and Aquatic Life Diversity?

1. How Does Temperature Affect the Rate of Reaction in the Decomposition of Hydrogen Peroxide?

2. Investigating the Effectiveness of Different Antacids on Stomach Acid.

3. A Comparative Study on the Vitamin C Concentration in Different Citrus Fruits.

4. How Does Cooking Time Affect the Vitamin C Levels in Vegetables?

5. To What Extent Does Enzyme Concentration Affect the Fermentation of Yeast?

6. Analysis of Caffeine Content in Different Types of Tea .

7. The Effect of Different Factors on the Corrosion of Iron.

8. How Does the Concentration of Sodium Chloride Affect the Electrolysis of Water?

9. Comparing the Energy Output of Different Biofuels.

10. The Effect of Temperature on the Crystal Size in the Recrystallisation Process.

11. Comparing the Acidities of Natural and Processed Foods.

12. Investigating the Effect of Various Catalysts on the Rate of Hydrogen Peroxide Decomposition.

13. Synthesis of Aspirin: A Study on the Purity of the Product.

14. Comparing the Efficiency of Different Types of Solar Panels.

15. Investigating the Impact of Carbonation on pH Levels in Various Soft Drinks.

16. The Effect of Chelating Agents on the Solubility of Metal Ions.

17. A Study on the Photodegradation of Dyes Using Titanium Dioxide.

18. How Do Different Sugar Types Affect Fermentation Rates in Yeast?

19. Analysis of Water Hardness in Various Local Water Supplies.

20. Investigating the Efficacy of Different Water Filtration Methods in Removing Heavy Metals.

1. Investigating the Relationship Between the Drop Height and Crater Size in a Simulated Impact.

2. How Does the Angle of Incidence Affect the Efficiency of a Solar Panel?

3. Analysing the Relationship Between the Length of a Pendulum and Its Period.

4. To What Extent Does the Mass of a Projectile Affect Its Range?

5. Investigating the Factors Affecting the Drag Force on a Falling Object.

6. A Study on the Efficiency of Different Insulating Materials in Reducing Heat Loss.

7. How Does the Depth of Water Affect Wave Speed?

8. The Relationship Between the Angle of Release and the Distance Traveled by a Trebuchet.

9. Investigating the Effect of Surface Area on Terminal Velocity.

10. How Does the Thickness of a Wire Affect Its Electrical Resistance?

11. The Impact of Varying Air Pressure on the Lift Force of an Airfoil.

12. Analysing the Relationship Between the Magnitude of an Earthquake and the Distance from the Epicentre.

13. Investigating the Factors Affecting the Speed of Sound in Different Media.

14. How Does the Concentration of a Solution Affect Its Refractive Index?

15. The Effect of Various Materials on the Absorption of Radiation.

16. A Study on the Efficiency of Wind Turbines at Different Wind Speeds.

17. Investigating the Effect of Temperature on the Viscosity of Liquids.

18. How Does the Type of Material Affect the Transmission of Sound Waves?

19. The Relationship Between the Angle of a Ramp and the Frictional Force Acting on an Object.

20. A Study on the Factors Affecting the Strength of Electromagnets.

1. The Impact of Social Media on Teenagers' Mental Health: A Cross-Cultural Study.

2. Investigating the Role of Parenting Styles in Child Development.

3. The Effect of Sleep Deprivation on Cognitive Performance.

4. How Does Classical Conditioning Apply in Advertising Strategies?

5. The Impact of Colour on Consumer Behaviour: A Study in Retail Settings.

6. The Role of Social Support in Coping with Stress.

7. To What Extent Does Personality Influence Career Success?

8. Investigating the Effect of Group Dynamics on Decision Making.

9. The Impact of Music on Cognitive Task Performance.

10. A Study on the Effectiveness of Different Techniques for Reducing Test Anxiety.

11. The Relationship Between Emotional Intelligence and Academic Performance.

12. Analysing the Impact of Stereotype Threat on Test Performance.

13. Investigating the Factors Affecting the Formation of False Memories.

14. How Does the Bystander Effect Manifest in Online Settings?

15. The Role of Mindfulness in Reducing Stress and Anxiety.

16. Analysing the Impact of Gender Stereotypes on Occupational Choices.

17. Investigating the Influence of Cultural Background on Conflict Resolution Styles.

18. The Impact of Video Games on Aggression: A Meta-Analysis.

19. A Study on the Factors Affecting Altruistic Behaviour.

20. The Role of Attachment Styles in Romantic Relationships.

1. Investigating the Impact of Unemployment on Crime Rates in Urban Areas.

2. The Effect of Immigration on Wage Levels: A Case Study.

3. To What Extent Does Government Spending Influence Economic Growth?

4. A Comparative Analysis of the Economic Impact of Tourism in Coastal Vs. Inland Regions.

5. Assessing the Impact of Brexit on the UK's Trade Balance.

6. The Role of Microfinance in Alleviating Poverty in Rural India.

7. Investigating the Effects of Minimum Wage Policies on Small Businesses.

8. The Impact of Covid-19 on the Global Supply Chain: A Study on the Auto Industry.

9. How Do Oil Prices Affect Inflation Rates? A Historical Analysis.

10. A Study on the Relationship Between Income Inequality and Economic Growth.

11. The Effect of Trade Tariffs on Domestic Industries: The Case of US-China Trade War.

12. The Role of Foreign Direct Investment in Economic Development of Emerging Markets.

13. To What Extent Does Education Contribute to Economic Productivity?

14. The Impact of Climate Change Policies on the Energy Sector.

15. Evaluating the Effectiveness of Fiscal Policy in Combating Recessions.

16. The Role of the Informal Economy in Urban Development: A Case Study.

17. Investigating the Correlation Between Real Estate Prices and Economic Growth.

18. The Impact of Population Aging on Healthcare Expenditure .

19. Assessing the Economic Consequences of Natural Disasters: A Case Study.

20. The Effect of Technological Advancements on Employment Rates in the Manufacturing Sector.

Business Management

1. The Impact of Leadership Styles on Employee Motivation in Tech Start-ups.

2. How Does Corporate Social Responsibility Influence Brand Image?

3. The Role of Human Resource Management in Employee Retention.

4. Investigating the Impact of E-commerce on Traditional Retail Businesses.

5. How Do Changes in Interest Rates Affect Small Business Financing?

6. The Role of Innovation in the Competitive Advantage of Businesses.

7. Investigating the Effects of Workplace Diversity on Team Performance.

8. The Impact of Organisational Culture on Employee Job Satisfaction.

9. How Does Supply Chain Management Affect the Profitability of Manufacturing Firms?

10. The Role of Digital Marketing in Enhancing Customer Engagement.

11. Assessing the Impact of Brexit on the Business Strategy of UK-based Companies.

12. The Effect of Ethical Practices on Business Reputation.

13. Investigating the Role of Strategic Alliances in Enhancing Market Position.

14. The Impact of Covid-19 on Remote Work Policies: A Case Study.

15. How Does Customer Relationship Management Influence Customer Loyalty?

16. The Effect of Government Regulations on Startup Ecosystem.

17. Evaluating the Role of Corporate Governance in Financial Performance.

18. The Impact of Merger and Acquisition on Employee Morale.

19. The Effect of Green Initiatives on Business Sustainability.

20. The Role of Business Intelligence in Decision-making.

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1. Investigating the Impact of Urbanisation on Local Biodiversity: A Case Study.

2. The Role of Climate Change in the Spread of Vector-borne Diseases.

3. The Effect of River Diversions on Local Ecosystems.

4. Assessing the Impact of Deforestation on Local Climate: A Case Study.

5. The Role of Tourism in the Sustainable Development of Coastal Regions.

6. Investigating the Impact of Gentrification on Urban Neighbourhoods: A Case Study.

7. The Effect of Climate Change on the Availability of Freshwater Resources.

8. Assessing the Impact of Agricultural Practices on Soil Erosion in Rural Areas.

9. Analysing the Relationship Between Population Density and Transportation Infrastructure.

10. The Role of Renewable Energy in Reducing Carbon Emissions: A Case Study.

11. Investigating the Impact of Land Reclamation on Coastal Ecosystems.

12. The Effect of Urban Sprawl on Air Quality in Major Cities.

13. Assessing the Vulnerability of Coastal Communities to Sea Level Rise.

14. The Impact of Industrialisation on River Water Quality: A Case Study.

15. How Does Waste Management Affect the Sustainability of Urban Areas?

16. Investigating the Relationship Between Income Inequality and Spatial Segregation.

17. The Role of Urban Green Spaces in Enhancing Residents' Well-being.

18. The Impact of Natural Disasters on Economic Development in Small Island Nations.

19. Analysing the Factors Affecting the Distribution of Earthquakes and Volcanic Activity.

20. The Effect of Land Use Change on Flood Risk in Urban Areas.

Computer Science

1. Evaluating the Effectiveness of Different Machine Learning Algorithms in Predicting Stock Prices.

2. Investigating the Impact of Encryption Techniques on Data Security.

3. The Role of Artificial Intelligence in Automating Routine Tasks.

4. How Does the Implementation of Blockchain Technology Affect Supply Chain Management?

5. Assessing the Impact of Social Media Algorithms on User Behaviour.

6. The Effect of Augmented Reality on the User Experience in Mobile Applications.

7. Investigating the Feasibility of Quantum Computing in Solving Complex Problems.

8. The Role of Big Data Analytics in Enhancing Business Decision-making.

9. Analysing the Factors Affecting the Adoption of Cloud Computing by SMEs.

10. The Impact of Cybersecurity Measures on the Prevention of Data Breaches.

11. Investigating the Ethical Implications of Facial Recognition Technology.

12. The Effect of Internet of Things on Energy Efficiency in Smart Homes.

13. Assessing the Impact of Virtual Reality on Gaming Industry.

14. The Role of Natural Language Processing in Enhancing Human-Computer Interaction.

15. How Does the Development of Autonomous Vehicles Affect Traffic Management?

16. Investigating the Scalability Issues in Distributed Systems.

17. The Effect of Software Development Methodologies on Project Success Rates.

18. The Impact of Artificial Intelligence on Job Market: A Case Study.

19. Analysing the Factors Affecting the Performance of Mobile Networks.

20. The Role of Bioinformatics in Personalised Medicine.

Environmental Systems and Societies

1. Investigating the Impact of E-waste on Soil and Water Quality.

2. The Effect of Climate Change on Coral Reef Ecosystems.

3. Assessing the Impact of Invasive Species on Native Biodiversity.

4. The Role of Sustainable Agriculture in Reducing Environmental Degradation.

5. Analysing the Factors Affecting the Ozone Layer Depletion.

6. The Impact of Plastic Pollution on Marine Life: A Case Study.

7. Investigating the Feasibility of Carbon Capture and Storage Technologies.

8. The Role of Urban Planning in Reducing Air Pollution in Cities.

9. The Effect of Overfishing on Marine Ecosystems: A Case Study.

10. Assessing the Impact of Renewable Energy Sources on Carbon Emissions.

11. Investigating the Relationship Between Deforestation and Climate Change.

12. The Impact of Industrial Pollution on Local Communities' Health: A Case Study.

13. The Role of Waste Management in Reducing Ocean Pollution.

14. The Effect of Pesticides on Soil Microorganism Diversity.

15. Assessing the Impact of Dams on River Ecosystems.

16. Investigating the Efficacy of Reforestation Efforts in Carbon Sequestration.

17. The Role of Environmental Education in Promoting Sustainable Consumption Behaviours.

18. The Effect of Acid Rain on Forest Ecosystems: A Case Study.

19. Analysing the Impact of Mining Activities on Local Water Quality.

20. The Role of Green Infrastructure in Enhancing Urban Sustainability.

Social and Cultural Anthropology

1. Investigating the Impact of Globalisation on Indigenous Cultures: A Case Study.

2. The Role of Language in Shaping Cultural Identity.

3. Analysing the Influence of Cultural Practices on Gender Roles.

4. The Effect of Migration on Cultural Assimilation: A Case Study.

5. The Impact of Western Media on Body Image Perceptions in Non-Western Societies.

6. Investigating the Relationship Between Religion and Social Norms in a Given Society.

7. The Role of Cultural Traditions in Shaping Food Habits.

8. The Impact of Social Media on Cultural Exchange: A Case Study.

9. Analysing the Influence of Socioeconomic Status on Educational Attainment.

10. The Effect of Colonialism on Cultural Diversity: A Case Study.

11. Investigating the Role of Folklore in Preserving Cultural Heritage.

12. The Impact of Urbanisation on Traditional Social Structures: A Case Study.

13. The Role of Music and Dance in Cultural Expression.

14. Analysing the Influence of Cultural Factors on Mental Health.

15. The Effect of Cultural Beliefs on Healthcare Practices: A Case Study.

16. Investigating the Impact of Tourism on Local Cultures.

17. The Role of Rituals and Ceremonies in Social Cohesion.

18. The Impact of Legal Systems on Gender Equality: A Comparative Study.

19. Analysing the Cultural Adaptations of Immigrants in a New Society.

20. The Role of Art and Literature in Reflecting Social Changes.

Visual Arts

1. Investigating the Influence of Social Issues on Banksy's Street Art.

2. The Impact of Japanese Art on Claude Monet’s Painting Style.

3. Analysing the Representation of Women in Renaissance Paintings.

4. The Role of Surrealism in Salvador Dali's Artistic Expression.

5. Investigating the Cultural Symbolism in Frida Kahlo’s Self-portraits.

6. The Impact of Pop Culture on Andy Warhol's Art .

7. Analysing the Use of Light and Shadow in Caravaggio's Paintings.

8. The Role of Spirituality in Wassily Kandinsky's Abstract Art.

9. The Influence of African Art on Picasso's Cubist Period.

10. The Depiction of War and Its Aftermath in Otto Dix's Works.

11. Investigating the Use of Colour in Mark Rothko’s Abstract Paintings.

12. The Role of Indigenous Culture in Emily Carr's Landscape Paintings.

13. Analysing the Evolution of Political Themes in Chinese Contemporary Art.

14. The Effect of the Harlem Renaissance on Aaron Douglas' Art.

15. Investigating the Use of Geometric Shapes in Kandinsky’s Abstract Art.

16. The Role of Dutch Culture and Society in Vermeer's Paintings.

17. The Depiction of Nature in Georgia O'Keeffe's Works.

18. Analysing the Impact of Feminism on Barbara Kruger's Art.

19. Investigating the Influence of Post-Impressionism on Vincent van Gogh’s Style.

20. The Representation of the American Dream in Edward Hopper's Paintings.

World Studies

1. Investigating the Global Impact of the Covid-19 Pandemic on Mental Health.

2. The Effect of Climate Change on Food Security in Sub-Saharan Africa.

3. Analysing the Influence of Globalisation on Indigenous Cultures.

4. The Role of International Law in Resolving Border Disputes: A Case Study.

5. Investigating the Impact of Global Trade Policies on Developing Economies.

6. The Effect of Globalisation on Income Inequality: A Comparative Study.

7. Analysing the Influence of Western Media on Global Perceptions of Beauty.

8. The Role of International Organizations in Addressing the Refugee Crisis.

9. Investigating the Global Response to the Rise of Cybercrime.

10. The Impact of Climate Change on Natural Disaster Frequency and Severity Worldwide.

11. Analysing the Influence of Globalisation on Language Diversity.

12. The Role of Technology in Bridging the Education Gap in Developing Countries.

13. Investigating the Global Impact of Antibiotic Resistance.

14. The Effect of International Trade on Cultural Exchange: A Case Study.

15. Analysing the Impact of Global Warming on Polar Ecosystems.

16. The Role of the United Nations in Promoting Global Gender Equality.

17. Investigating the Impact of Social Media on Political Activism Worldwide.

18. The Effect of Globalisation on the Sustainability of Traditional Crafts.

19. Analysing the Global Strategies for Wildlife Conservation.

20. The Role of International Cooperation in Space Exploration.

How to Write a Great IB Extended Essay

Crafting an exceptional IB Extended Essay requires a combination of strategic planning, critical thinking, and effective writing. In this guide, we will provide you with valuable insights and practical advice to help you excel in your writing journey and produce an outstanding essay.

1. Develop a Clear and Coherent Structure : Creating a well-organised structure is crucial to convey your ideas effectively. Start by outlining the main sections and subtopics of your essay. Ensure a logical flow of information, with each paragraph building upon the previous one. This will guide the reader through your arguments and analysis smoothly.

2. Conduct Thorough and Methodical Research : Thorough research forms the foundation of a strong Extended Essay. Dive into reputable sources, including academic journals, books, and credible websites. Gather evidence, data, and expert opinions to support your arguments. Take meticulous notes and properly cite your sources to maintain academic integrity.

3. Apply Critical Thinking and Evaluation : Engage in critical analysis by examining and evaluating the evidence you've gathered. Assess the strengths and weaknesses of different viewpoints, theories, or methodologies. Develop your own informed perspective and present a well-reasoned argument supported by reliable evidence.

4. Craft Engaging and Coherent Paragraphs : Each paragraph should focus on a specific idea or argument, clearly stated in a topic sentence. Support your claims with evidence, examples, and relevant data. Use smooth transitions between paragraphs to ensure a cohesive and coherent essay.

5. Revise, Edit, and Proofread : Give yourself ample time for revising, editing, and proofreading your essay. Review your work for clarity, coherence, and consistency. Check for grammar, punctuation, and spelling errors. Consider seeking feedback from teachers, peers, or mentors to gain valuable insights and improve your essay further.

We asked one IB teacher what they had to say about writing a great essay:

"The key is to choose a topic that truly ignites your curiosity, one that you are passionate about exploring. Don't be afraid to think outside the box and delve into uncharted territories. Remember, this is your chance to showcase your unique perspective and make a meaningful contribution to your chosen field. Embrace the research process, be diligent in gathering reliable sources, and let your creativity shine through in your writing. And most importantly, enjoy the journey of discovery and growth that the Extended Essay offers."

Remember, the IB Extended Essay is an opportunity to demonstrate your intellectual curiosity, research skills, and ability to present a coherent argument. Choose a topic that genuinely interests you, stay organised throughout the process, and invest time in thoughtful analysis and writing. To maximise your chances of success, you may also want to purchase an Extended Essay textbook or get the help of an IB Extended Essay tutor .

IB Extended Essay Grade Distribution in 2022

Finding Reliable Sources for Your Extended Essay

When writing your IB Extended Essay, it is essential to rely on credible and trustworthy sources. Follow these strategies to find reliable information:

1. Use Academic Databases: Access reputable databases like JSTOR and PubMed to find scholarly articles and research papers relevant to your subject.

2. Consult Library Resources: Take advantage of books, encyclopaedias, and reference materials available in your school or local library.

3. Explore Digital Libraries: Visit digital libraries such as the Digital Public Library of America and Europeana for access to a wide range of digitised resources.

4. Evaluate Websites Carefully: Verify the credibility of the author or organisation, check for peer-reviewed articles or references, and consider the domain (.edu, .gov, or .org) for reliable information.

5. Utilise Scholarly Search Engines: Utilise specialised search engines like Google Scholar and Microsoft Academic to find academic publications.

6. Consult Subject-Specific Journals: Look for reputable journals in your field and review their latest issues for current research.

7. Seek Guidance from Librarians and Experts: Librarians and subject experts can offer valuable assistance in finding reliable sources and publications.

By following these strategies and critically evaluating the sources you find, you can ensure the credibility and integrity of your Extended Essay research. Reliable sources will strengthen your arguments and provide a solid foundation for your essay.

Strategies for Conducting Primary and Secondary Research

To conduct comprehensive primary and secondary research for your essay, consider the following strategies:

Primary Research

Surveys and Questionnaires: Create well-designed surveys or questionnaires to collect data directly from participants. Utilise online survey tools like Google Forms or SurveyMonkey for wider reach and convenient data analysis.

Interviews: Conduct interviews with subject experts, professionals, or individuals relevant to your research topic. Prepare insightful questions and record their responses for later analysis.

Experiments and Observations: Design and conduct controlled experiments or observations to gather firsthand data. Document procedures, measurements, and observations accurately.

Secondary Research

Literature Review: Conduct a thorough review of existing scholarly articles, books, and reports. Analyse and synthesise the information to identify research gaps and contribute to the existing knowledge.

Online Databases: Utilise reputable academic databases such as PubMed, JSTOR, and IEEE Xplore to access peer-reviewed articles and research papers specific to your subject area.

Government and Institutional Sources: Explore official government websites, research repositories of educational institutions, and databases of international organisations for reliable data, reports, and statistics.

Subject-Specific Sources: Identify subject-specific journals, publications, and conferences related to your research topic. These sources provide up-to-date research and insights from experts in the field.

Remember to consider ethical considerations throughout your research process, including obtaining necessary permissions, maintaining confidentiality, and respecting the rights and privacy of participants. Documentation of your research methods, sources, and any challenges faced is crucial. Analyse and interpret your findings critically, using them as evidence to support your arguments and contribute to your overall analysis.

Formatting and Structure Guidelines for the IB Extended Essay

To ensure a well-organised and coherent IB Extended Essay, consider the following structure as a guideline:

1. Title Page : Include essential information such as the title, subject, research question, and candidate number. Refer to the official IB Extended Essay Guide for specific requirements.

2. Abstract: Provide a concise summary of your essay, outlining the main research question, methodology, key findings, and conclusions. Limit the abstract to 300 words.

3. Table of Contents : Create a clear and accurate table of contents that outlines the structure of your essay, including sections, subheadings, and page numbers.

4. Introduction : Start with an engaging introduction that presents the research question, provides background information, and explains the significance of the topic. Clearly state the aim and objectives of your research.

5. Body : The body of your essay should delve into your research in-depth. Organize your content into coherent paragraphs, each addressing a specific aspect of your research. Consider the following elements:

a. Literature Review: Provide an overview of the relevant literature and theories related to your research topic. Analyse existing research, highlight key concepts, and discuss any debates or gaps in knowledge.

b. Methodology: Describe the research methodology employed, including the research design, data collection methods, and ethical considerations. Explain why the chosen methods are appropriate for addressing your research question.

c. Data Analysis and Findings: Present your findings based on the data collected. Use appropriate analysis techniques, such as statistical analysis or qualitative coding, to interpret your data and draw meaningful conclusions. Include tables, charts, or graphs to support your findings.

d. Discussion: Analyse and interpret your findings in the context of your research question. Explore the implications of your results, compare them with existing research, and discuss any limitations or challenges encountered during the research process.

6. Conclusion : Summarise your key findings, address your research question, and draw meaningful conclusions based on your analysis. Reflect on the implications and broader significance of your research. Highlight any recommendations for future research or areas for further exploration.

7. References : Include a comprehensive list of all sources consulted in your research. Follow the appropriate citation style (e.g., MLA, APA, or Chicago) for in-text citations and the bibliography. Accurately cite all sources, including books, articles, websites, and any other references used.

8. Appendices (if applicable): Include any supplementary materials, such as raw data, charts, graphs, or additional supporting evidence that are relevant to your research.

Typically, the Extended Essay has a word limit of around 4,000 words. It is important to note that this word count does not include footnotes, citations, and the bibliography. Additionally, the essay should be formatted using a standard font (e.g., Times New Roman or Arial) and a font size of 12 points. It is recommended to have double-spacing throughout the essay and to include page numbers.

The IB Extended Essay Assessment Criteria and Grading

The IB Extended Essay is assessed by examiners appointed by the IB on a scale of 0 to 34. Your essay will be evaluated based on five criteria, each carrying a specific point value. It is crucial to comprehend these criteria and how they relate to letter grades to gauge your performance accurately. Here's an overview of the assessment criteria:

Criterion A: Focus and Method (6 points maximum) Demonstrate a clear research question and a well-defined approach. Show how you applied appropriate research methods to investigate your topic.

Criterion B: Knowledge and Understanding (6 points maximum) Display a strong understanding of the subject matter, relevant concepts, and theories. Support your arguments with accurate and relevant evidence.

Criterion C: Critical Thinking (12 points maximum) Apply critical thinking skills to analyse and evaluate information, theories, and arguments. Demonstrate the ability to consider alternative viewpoints and draw well-reasoned conclusions.

Criterion D: Presentation (4 points maximum) Organize your essay effectively with a clear and logical structure. Use proper formatting, referencing, and citation methods consistently.

Criterion E: Engagement (6 points maximum) Engage in a reflective process throughout your research and writing. Show awareness of the strengths, limitations, and implications of your research.

To determine your letter grade, it is important to understand how the rubric assessment points correlate to the overall score. Here is a rough estimation of how the point values align with letter grades:

• 30-34: Excellent - A
• 25-29: Good - B
• 17-24: Satisfactory - C
• 9-16: Mediocre - D
• 0-8: Elementary - E

However, relying solely on these point values is not sufficient. It is crucial to thoroughly read and comprehend the specific grade descriptors provided by the IB. These descriptors offer comprehensive information about the expectations and criteria that examiners consider when assigning letter grades.

The grade you receive on your IB Extended Essay contributes to your overall International Baccalaureate Diploma Programme points score. The Extended Essay and Theory of Knowledge combined are worth up to 3 points of the total 45 points available for the IBDP .

IB Extended Essay and TOK points matrix

Final Thoughts

The IB Extended Essay is a challenging yet rewarding endeavour that allows high school students to showcase their research and analytical skills. With proper guidance and adherence to the assessment criteria, students have the opportunity to excel and achieve outstanding results. Embrace this opportunity to delve into a topic of interest, conduct in-depth research, and present your findings in a well-structured and engaging manner. Remember to consult reputable sources, seek guidance from your supervisor, and enjoy the journey of exploration and academic growth through the IB Extended Essay.

Is the IB Extended Essay hard?

The IB Extended Essay is undoubtedly a challenging undertaking, requiring significant effort and dedication, and is one of the hardest IB subjects . It is estimated that between 70% and 80% of IB students successfully complete the Extended Essay each year. Less than 14% of students received an A in the extended essay in 2022, showing its difficult.

Can you change your research question after starting the Extended Essay?

Yes, it is possible to change your research question after starting the Extended Essay. However, it is important to consult with your supervisor and ensure that the new research question still meets the requirements and aligns with the subject area you are pursuing.

When is the deadline to submit the Extended Essay?

The deadline to submit the Extended Essay can vary depending on the policies and timelines set by individual schools. In most cases, schools establish internal deadlines to ensure students have ample time to complete and revise their essays before the final submission. The typical deadline for submitting the Extended Essay is often set in the first half of the senior year, ranging from November to January. It is essential to check with your school's IB coordinator or Extended Essay coordinator for the specific deadline applicable to your academic institution.

Can you fail the Extended Essay?

Yes, it is possible to fail the Extended Essay if the work does not meet the required standards or does not fulfil the assessment criteria set by the IB. It is important to carefully follow the guidelines, seek guidance from your supervisor, and ensure your essay demonstrates strong research, analysis, and critical thinking skills. In 2022, 1.1% of students did not received no grade for their Extended Essays.

Can you fail the Extended Essay and still pass the IB?

Yes, it is possible to fail the Extended Essay and still pass the overall IB Diploma Programme. The Extended Essay contributes to a maximum of 3 points out of the total 45 points available for the diploma. Failing the Extended Essay means not earning any points from this component, but it does not necessarily mean failing the entire IB Diploma.

Can you collaborate with other students on the Extended Essay?

The IB allows limited collaboration with other students on the Extended Essay. While you can seek advice and support from others, it is important to maintain individual responsibility for your research, writing, and analysis. Collaboration should not compromise the integrity of your work, and any collaborative effort should be properly acknowledged and cited in your essay.

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Written by: Charles Whitehouse

Charles scored 45/45 on the International Baccalaureate and has six years' experience tutoring IB and IGCSE students and advising them with their university applications. He studied a double integrated Masters at Magdalen College Oxford and has worked as a research scientist and strategy consultant.

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What Are the Easiest and Hardest Extended Essay Subjects?

Table of contents.

As a seasoned IB writer who has helped many students through their IB route, I’ve seen my fair share of problems and successes with the extended essay (EE). Picking the right subject for your EE can make a big difference in how well you do and how much you enjoy the experience. Let’s examine what makes some subjects easier and what might make others harder.

What Are the Extended Essay Requirements?

Before we get into the best EE subjects that are the easiest to work on, let’s discuss the basics. This aspect is crucial if you want to understand which factors determine the difficulty of one or another course.

The extended essay is one of the most essential parts of the IB Diploma. It allows you to learn a lot about something that interests you. It takes hard work, the ability to think critically , and a lot of creativity. From what I’ve seen, the first step to success is understanding the EE’s basic needs.

This critical part of the IB program pushes you to learn skills like a college researcher. You have to write a paper with a strict word count , which is a big task that requires both intellectual interest and a well-organized approach. You can prepare for college study by writing an extended essay and going into a topic of your choice in great detail.

The extended essay has strict standards graded in multiple ways, not just on the paper’s topic. You need to develop a research question that is both interesting and possible. This question tells you what to look into and helps you build your theory. The IB standards also stress the importance of a structured and organized investigation method. Your essay should show a strong personal connection to the topic. This result can come in many ways, such as through your thoughts, experiences, or comments.

As someone who has helped many students through their IB assessments, I’ve seen that those who understand the basics of these standards from the start tend to find it easier to deal with problems. They know that the extended essay isn’t just schoolwork; it’s a task that prepares them for the more severe work they’ll be doing in college.

What Factors Influence the Difficulty of Extended Essay Subjects?

A big problem for many IB students when writing an extended essay is picking the right subject. As a teacher and writer for the IB for many years, I’ve seen how subject choice can significantly affect the essay’s difficulty. Many things affect this level of complexity, so it’s not just random.

Interests of the Student

Your interest in and understanding of the subject are the most critical factors. Finding a topic you are interested in makes the study process more fun. Many IB students often find the EE less stressful and more rewarding when they choose areas they are genuinely interested in. This emotional link and motivation help you get deeper insights and think more deeply about the topic, which are both very important when assessing the extended essay.

Access to Resources

The complexity of the topic, what is the easiest ee subject to work on, group 1. studies in language and literature, group 3. social sciences, group 6. the arts, what are the hardest ee subjects.

Even though choosing the easiest extended essay subject might be appealing, it’s also essential to know which options could be more difficult. From my many years of experience, I’ve seen that some groups in the IB program have a reputation for being especially hard.

Group 2. Language Acquisition

For Group 2 extended essays, students must learn a second language, which can be challenging for many. For these kinds of writings, you need to know a lot about the language and the cultural details hidden in it. Students can choose to study a language’s writing, film, or media, requiring them to think critically about the language. The hard part is finding the right words and phrases to explain complicated ideas in a language different from your first . It’s also important to be very aware of cultural settings.

Group 4. Experimental Sciences

Biology, Chemistry, and Physics are some of the most challenging subjects in Group 4. Exact experiments, thorough scientific paperwork, and statistical analysis are usually needed regarding these options.

For example, a Chemistry EE might include lab work with strict safety rules and complicated chemical processes that must be handled and understood carefully. Because empirical proof is needed, students must plan, do exact experiments, and analyze the results. Due to the difficulty of the tasks and the high standards for science writing, Group 4 is a strong option for submitting an extended essay .

Group 5. Mathematics

Many people think that Mathematics is one of the hardest EE subjects because it requires a lot of abstract thinking and strict rational reasoning. In a Mathematics extended essay, you might talk about a specific theory, how it can be used, or even devise a way to solve a problem. It requires a deep knowledge of mathematical ideas and the skill to use them correctly and artistically.

Students must understand complex subjects and explain complicated ideas clearly and precisely. They often do this by making proofs or building models. Many students find Group 5 especially hard because they need to communicate and understand Math at this level of complexity.

Get Help With Your Paper

How do you choose the best ee subject for you.

As an experienced IB writer who has helped many students, I know that the best EE subject fits your academic skills and interests. Here’s a plan to help you make this critical decision.

First, think about the things you are best at and enjoy the most. Your interest in a subject will keep you going during the long months of study and writing. Thinking about what you want to happen is also a good idea. For instance, picking a Group 4 topic might help you gain experience if you’re going to work in science.

Essential things to think about when choosing your EE subject:

• Interests and drives . Do you want to know about the subject? If you’re going to spend a lot of time on something, make sure it makes you happy.
• Resource availability . Can you easily access the tools you need? Consider using internet sources, labs, and libraries. Also, make proper IB references .
• The expertise of the advisor . Is there a teacher who knows much about your field and is ready to help you?
• Scope for research . Are there enough topics in the subject to find your unique angle?
• Your skill set . Do the skills you already have match up with what the subject requires?

Getting advice and talking to your teachers can help you understand how complicated different topics are. They can help you determine if your possible topics are possible based on the tools and knowledge at your school. Looking at great extended essays that other students have written can also help you understand what is expected of you and what has worked in the past.

Final Thoughts

In the end, the best EE subject is the one that fits your personality and intellectual skills. Make a wise choice, and remember that a well-done EE can be a fun experience that significantly affects your IB score. Always try to choose a topic that fits the IB requirements and interests you. It will make the study and writing process more fun and informative. Also, when you need help with extended essay writing, you can get in touch with our IB writers at IBStudentHelp.com .

Nick Radlinsky

Nick Radlinsky is a devoted educator, marketing specialist, and management expert with more than 15 years of experience in the education sector. After obtaining his business degree in 2016, Nick embarked on a quest to achieve his PhD, driven by his commitment to enhancing education for students worldwide. His vast experience, starting in 2008, has established him as a reputable authority in the field.

Nick's article, featured in Routledge's " Entrepreneurship in Central and Eastern Europe: Development through Internationalization ," highlights his sharp insights and unwavering dedication to advancing the educational landscape. Inspired by his personal motto, "Make education better," Nick's mission is to streamline students' lives and foster efficient learning. His inventive ideas and leadership have contributed to the transformation of numerous educational experiences, distinguishing him as a true innovator in his field.

IB Economics IA Article Suggestions 2024/2025

When IB students start their Economics Internal Assessment (IA), it’s important for them to pick an interesting topic. For the school years 2024/2025, we will consider many different areas of economics, ranging from the rise of inflation to the changing nature of global trade.

In this article, we discuss the easiest and hardest extended essay subjects, providing insights to help you make an informed decision. From the creative freedom found in the Arts to the demanding nature of the Experimental Sciences, we break down into what makes a subject approachable or daunting.

Failed Your Extended Essay? What to Do?

In this article, I’ll consider the immediate steps you should take after receiving an EE score that didn’t meet your expectations. We’ll discuss how to analyze feedback effectively, manage your emotions, and consider whether a retake is the right choice for you. If a retake isn’t feasible, we’ll look at alternative paths that can still lead you to diploma success.

What to Do If You Fail Your TOK Essay?

Failing your TOK essay can be disheartening, but it’s not the end of your IB path. As a seasoned IB writer, I understand the intricacies of the TOK essay and the common pitfalls students face. In this article, I’ll guide you through practical steps to reassess, revise, and rebound from a failing grade.

What to Do if You Don’t Pass Your IB IA and How to Succeed Next Time

Overcoming the challenges of failing an IB Internal Assessment can be daunting, but it’s not the end of your academic path. This article provides a comprehensive guide on the immediate actions to take if you don’t pass your IA, including analyzing feedback and consulting with your teachers. We’ll discuss opportunities for resubmission, the strategies for improving your work, and long-term tactics to prevent similar setbacks.

IB Referencing in Writing | Citations Guide for Students

This comprehensive guide provides you with the tools and knowledge you need to cite sources accurately, thereby enhancing the credibility and integrity of your academic work. From understanding different citation styles to implementing them effectively in your essays, this article serves as your go-to manual for all things referencing.

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IB Extended Essay: Assessment Criteria

• Research Questions
• Past Essays
• Notes & Outlines
• Works Cited Page
• In-Text Citations
• Assessment Criteria
• Reflections
• Supervisor Info
• Net Valley Library This link opens in a new window

Score Descriptors for each Criterion:

• A - Focus and Method
• B - Knowledge and Understanding
• C - Critical Thinking
• D - Presentation
• E - Engagement

Printable: Full Rubric  for all subjects

To view details for your SUBJECT, open the correct page below.

• Choose "Interpreting the EE Assessment Criteria" on the sidebar to see how to score well in YOUR subject area

Language & literature (language A)

Language acquisition (language B)

Mathematics

Visual Arts

World Studies

Business Management

Grade Boundaries

What's Expected?

• A: Focus/Method
• B: Knowledge
• C: Critical Thinking
• D: Presentation
• E: Engagement
• A: Focus and Method (6 marks)
• B: Knowledge and Understanding (6 marks)
• C: Critical Thinking (12 marks)
• D: Presentation (4 marks)
• E: Engagement (6 marks)
• Total marks possible: 34 (see grade boundaries below)
• Printable:  Full Rubric
• Printable: A3 size with details
• Printable:  Details for each criterion , via the Oxford guide

Criterion A:  Focus and Method (6 points)

What It Means:   This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.

Questions to ask:  

• Does this essay meet the requirements for the subject for which you are registering it?
• Is your research question stated as a question?
• Have you explained how your research question relates to the subject that you selected for the extended essay?
• Have you given an insight into why your area of study is important?
• Is your research question feasible within the scope of the task? Could your research question be “answered” or it is too vague?
• Did you refer to your research question throughout the essay (not only in the introduction and conclusion)?
• Did you explain why you selected your methodology?
• Are there other possible methods that could be used or applied to answer your research question? How might this change the direction of your research?
• If you stated a particular methodology in the introduction of your essay, or specific sources, have you used them?
• Are there any references listed in the bibliography that were not directly cited in the text?

(Source: Susan Trower, via West Sound Academy)

Criterion B:  Knowledge and Understanding (6 points)

What It Means:   This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question; or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied; and additionally, the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.

• Have you explained how your research question relates to a specific subject you selected for the extended essay?
• Have you used relevant terminology and concepts throughout your essay as they relate to your particular area of research?
• Is it clear that the sources you are using are relevant and appropriate to your research question?
• Do you have a range of sources, or have you only relied on one particular type, for example internet sources?
• Is there a reason why you might not have a range? Is this justified?

(Source: Oxford EE manual, p. 110)

Criterion C:  Critical Thinking (12 points)

What It Means:   This criterion assesses the extent to which critical thinking skills have been used to analyze and evaluate the research undertaken.

• Have you made links between your results and data collected and your research question?
• If you included data or information that is not directly related to your research question have you explained its importance?
• Are your conclusions supported by your data?
• If you found unexpected information or data have you discussed its importance?
• Have you provided a critical evaluation of the methods you selected?
• Have you considered the reliability of your sources (peer-reviewed journals, internet, and so on)?
• Have you mentioned and evaluated the significance of possible errors that may have occurred in your research?
• Are all your suggestions of errors or improvements relevant?
• Have you evaluated your research question?
• Have you compared your results or findings with any other sources?
• Is there an argument that is clear and easy to follow and directly linked to answering your research question, and which is supported by evidence? Are there other possible methods that could be used or applied to answer your research question? How might this change the direction of your research?

(Source: Oxford EE Manual p. 111)

Handy Links:

• Presentation One Pager  via Catalina Bordoy
• Presentation Checklist
• Sample Title page   (see below - top half of the page)

Criterion D:  Presentation ( 4 points)

What It Means:   This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this aids effective communication.

• Have you read and understood the presentation requirements of the extended essay?
• Have you chosen a font that will be easy for examiners to read on-screen?
• Is your essay double-spaced and size 12 font?
• Are the title and research question mentioned on the cover page?
• Are all pages numbered?
• Have you prepared a correct table of contents?
• Do the page numbers in the table of contents match the page numbers in the text?
• Is your essay subdivided into correct sub-sections, if this is applicable to the subject?
• Are all figures and tables properly numbered and labelled?
• Does your bibliography contain only the sources cited in the text?
• Did you use the same reference system throughout the essay?
• Does the essay have less than 4,000 words?
• Is all the material presented in the appendices relevant and necessary?
• Have you proofread the text for spelling or grammar errors?

Criterion E: Engagement

• Three reflections (best after meeting with your supervisor)
• 500 words TOTAL (100 + 150 + 250?)
• Reflections are done in Managebac on your Reflection space
• See the "Reflections" tab above for prompts to write about

(Source: Oxford EE Manual p.135)

(Source: Oxford EE Manual p.133)

• Sample Reflections
• Full chapter on Reflections from the Oxford Guide

Criterion E:  Engagement (6 points)

What It Means:   This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, after considering the student’s RPPF (Reflections on planning and progress form).

• Have you demonstrated your engagement with your research topic and the research process?
• Have you highlighted challenges you faced and how you overcame them?
• Will the examiner get a sense of your intellectual and skills development?
• Will the examiner get a sense of your creativity and intellectual initiative?
• For prompts to deepen your reflections, go  here  and then to the bottom of the page
• Presentation Quick Guide
• << Previous: In-Text Citations
• Next: Reflections >>
• Last Updated: Apr 9, 2024 9:39 AM
• URL: https://sis-cn.libguides.com/ExtendedEssay

IB Extended Essay - Step By Step Guide

The International Baccalaureate (IB) Extended Essay is a crucial component of the IB Diploma Program, providing students with an opportunity to engage in independent research and develop essential academic skills. In order to successfully complete this demanding task, students must understand the requirements and guidelines set forth by the IB. This article aims to provide a comprehensive overview of the necessary steps involved in crafting an exceptional Extended Essay.

Firstly, it is imperative for students to choose a well-defined research question that aligns with their interests and strengths. Conducting effective research is also crucial, as it allows students to gather relevant information and evidence to support their arguments. Organizing the essay structure in a logical manner ensures clarity and coherence throughout.

Additionally, writing a compelling introduction captures readers' attention and sets the stage for the rest of the essay. Editing and proofreading are vital for polishing one's work, while proper formatting and presentation enhance its overall appeal.

Furthermore, managing time efficiently and avoiding procrastination are key strategies for success. Lastly, utilizing resources such as IB Pros can greatly assist students throughout their Extended Essay journey.

By following these guidelines, students can navigate through this challenging process with confidence while producing high-quality essays that meet IB standards.

Key Takeaways

• IB Extended Essay is a crucial component of the IB Diploma Program and offers an opportunity for independent research and academic skill development.
• Crafting an exceptional Extended Essay involves choosing a well-defined research question, conducting effective research, organizing the essay structure logically, and ensuring proper formatting and presentation.
• Time management and avoiding procrastination are key strategies for success in the Extended Essay.
• Utilizing resources like IB Pros can assist students in their Extended Essay journey by providing study guides, textbooks, personalized feedback, and a safe learning environment.

Understanding the IB Extended Essay Requirements

The IB Extended Essay requirements can be likened to a road map that guides students through the rigorous process of conducting independent research and producing an academically rigorous essay. These requirements serve as a framework for students to follow, ensuring that they meet the necessary criteria to achieve success in their extended essay.

To begin with, students must choose a subject area for their extended essay that aligns with one of the six academic disciplines covered by the International Baccalaureate (IB) program. They are then required to formulate a research question within this subject area, which will act as the foundation for their investigation.

Furthermore, students must demonstrate a clear understanding of relevant theories and concepts related to their chosen topic. They are expected to critically analyze existing literature and present an argument or perspective that contributes new insights or knowledge to the field.

Additionally, students must adhere to strict guidelines regarding the structure and formatting of their essay. This includes proper citation and referencing techniques following a recognized academic style guide.

By understanding these requirements, students can navigate through each stage of the extended essay process with confidence. The next section will delve into selecting an appropriate research question, which is essential for successfully embarking on this academic journey without any setbacks or challenges.

Choosing the Right Research Question

When selecting a research question for an extended essay, it is crucial to choose one that aligns with the academic requirements and guidelines. The chosen research question should be carefully considered to ensure that it is focused, feasible, and allows for in-depth analysis within the given word limit. It is important to select a topic that falls within one of the six subject groups offered by the International Baccalaureate (IB) program and relates to a specific area of interest or expertise.

To meet the academic requirements and guidelines, students should aim for a research question that can be answered through critical thinking, analysis, and application of appropriate methodologies. The question should also be clear and concise, providing a framework for investigation while allowing room for exploration.

Furthermore, choosing a research question that aligns with personal interests can enhance motivation and engagement throughout the extended essay process. However, it is essential to strike a balance between personal interest and ensuring sufficient scholarly resources are available on the chosen topic.

Selecting an appropriate research question sets the foundation for conducting effective research in an IB extended essay. Once a suitable question has been identified, students can proceed with conducting thorough investigations into their chosen area of study.

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Conducting Effective Research

To maximize the effectiveness of research in an IB extended essay, it is crucial to conduct thorough investigations into the chosen area of study, employing critical analysis and appropriate methodologies. Effective research involves gathering relevant information from credible sources, such as academic journals, books, and reputable websites. Additionally, it is important to critically evaluate the gathered information by considering its reliability and validity.

One way to ensure a comprehensive investigation is by employing different research methods. This could include conducting surveys or interviews with experts in the field, analyzing existing data sets, or performing experiments if applicable to the research question. By using a combination of these methodologies, researchers can obtain a well-rounded understanding of their topic.

In order to evoke an emotional response in the audience while maintaining safety language, a table can be used to present statistical data or comparisons. For example:

Safety MeasuresBenefitsImportanceRegular handwashingReduces risk of infectionCriticalWearing protective gearPrevents injuriesEssentialFollowing safety protocolsEnsures workplace safetyVital

By organizing your essay structure effectively and incorporating these research techniques, you will be able to present a well-supported argument that addresses your research question without compromising on safety measures.

[Transition sentence into subsequent section about organizing your essay structure.]

Organizing Your Essay Structure

Effective organization of the essay structure is essential for presenting a coherent and logical argument that effectively addresses the research question. To keep your audience engaged and interested in reading further, consider the following four key elements when organizing your essay:

• Clear Introduction: Begin with a captivating introduction that provides background information on the topic and clearly states the research question. This will set the stage for what follows.
• Well-Structured Body Paragraphs: Divide your arguments into separate paragraphs, each focusing on a specific aspect related to your research question. Start each paragraph with a clear topic sentence and provide supporting evidence to strengthen your points.
• Logical Flow: Ensure smooth transitions between paragraphs by using appropriate linking words or phrases such as "furthermore," "however," or "consequently." This will help maintain coherence throughout your essay.
• Strong Conclusion: Summarize your main points while restating their significance in relation to the research question. End with a thought-provoking statement that leaves readers contemplating the broader implications of your findings.

By following these organizational guidelines, you can effectively present your ideas in an engaging manner that captures and holds the attention of your audience. Transitioning into writing a compelling introduction, it is crucial to grab readers' interest from the very beginning to ensure they continue reading eagerly into subsequent sections.

Writing a Compelling Introduction

The introduction of an essay plays a crucial role in capturing the audience's attention and setting the stage for the subsequent sections. It serves as the gateway to the main body of work, providing readers with an initial glimpse into what lies ahead. To effectively engage and retain their interest, writers must craft a compelling introduction that entices, informs, and motivates further exploration.

When writing an introduction for an academic essay, it is important to adopt a language style that is appropriate for an audience seeking safety. This means using objective and impersonal language that eliminates personal pronouns and focuses on presenting facts rather than subjective opinions. By doing so, writers can establish a sense of credibility and professionalism while maintaining a level of distance from personal biases.

In addition to creating intrigue, the introduction should also seamlessly transition into the subsequent section about developing strong arguments and analysis. By employing effective sentence transitions or linking phrases, such as "Furthermore," or "Moreover," writers can smoothly guide readers from the introductory paragraph towards deeper analysis without explicitly stating 'step'. This allows for a coherent flow of ideas throughout the entire essay, ensuring clarity and logical progression.

Developing Strong Arguments and Analysis

Developing strong arguments and analysis requires the skillful examination of evidence and logical reasoning to support the central thesis. It is essential to present well-structured arguments that are based on reliable evidence and sound reasoning in order to persuade the audience effectively. This involves critically evaluating different sources, such as scholarly articles, books, and credible websites, to gather relevant information that supports or challenges the main claim.

To further enhance the depth and complexity of the analysis, a 2-column, 3-row table can be used. This table presents a comparison of different viewpoints or evidence related to the topic under investigation. By organizing information in this format, readers can easily identify contrasting perspectives or key pieces of evidence that contribute to a comprehensive understanding of the issue at hand.

When developing arguments and analysis for an audience concerned with safety, it is important to emphasize accurate information backed by reputable sources. By doing so, readers can trust the validity of the presented arguments and make informed decisions regarding their own safety.

Developing strong arguments and analysis necessitates thorough examination of evidence through logical reasoning. By presenting well-supported claims and incorporating additional resources such as tables for added clarity, one can effectively convey complex ideas without compromising safety concerns. Moving forward into discussing 'citing sources and avoiding plagiarism,' it is crucial to maintain these principles while acknowledging external contributions in academic writing.

Citing Sources and Avoiding Plagiarism

Moving on from the previous subtopic, which focused on developing strong arguments and analysis, it is crucial to address the importance of citing sources and avoiding plagiarism in academic writing. Citing sources not only adds credibility to your own work but also acknowledges the contributions of others. Plagiarism, on the other hand, is a serious offense that undermines academic integrity and can have severe consequences.

To avoid plagiarism, one must properly cite all sources used in their research. This involves providing accurate references within the text and creating a comprehensive bibliography at the end of the essay. Additionally, paraphrasing ideas from other sources should be done with care to ensure that proper credit is given.

Now let us consider an unordered 5 item bullet list in markdown format to evoke an emotional response in our audience who values safety:

• Properly citing sources ensures transparency and accountability.
• Avoiding plagiarism promotes fairness and respect for intellectual property rights.
• Crediting original authors fosters a sense of collaboration and appreciation for knowledge sharing.
• Ethical writing practices create a safe environment for academic discourse.
• By acknowledging our sources, we uphold academic standards that prioritize accuracy and rigor.

With a firm understanding of how to cite sources effectively, we can now transition into discussing the next section: crafting a coherent and well-supported conclusion.

Crafting a Coherent and Well-supported Conclusion

Crafting a coherent and well-supported conclusion culminates the essay with a powerful synthesis of ideas, leaving the audience feeling satisfied and enlightened. A strong conclusion not only summarizes the main arguments presented throughout the essay but also provides a sense of closure to the readers. It is important to ensure that all key points and evidence are effectively summarized without introducing new information.

To create a coherent conclusion, it is essential to restate the thesis statement and briefly recapitulate the main arguments. However, this should be done in a concise manner, avoiding repetition or redundancy. Additionally, it is crucial to emphasize the significance of the findings and their implications within a broader context.

Language appropriate for an audience seeking safety includes using clear and precise language devoid of any biased or subjective statements. Objective tone conveys credibility and reliability, hence ensuring that conclusions are based on evidence rather than personal opinion.

In transitioning towards editing and proofreading your essay, it is imperative to meticulously review your work for any grammatical errors or inconsistencies in formatting. By doing so, you can refine your ideas further and enhance clarity within your essay structure.

Editing and Proofreading Your Essay

Editing and proofreading your essay allows for a meticulous review of the work, ensuring grammatical accuracy, consistency in formatting, and refinement of ideas to enhance clarity within the essay structure. By carefully reviewing your essay, you can identify and rectify any grammatical errors or typos that may have been overlooked during the writing process. This attention to detail not only improves the overall quality of your work but also enhances its credibility by demonstrating a commitment to accuracy. Additionally, editing allows you to ensure that your ideas are presented coherently and logically. It provides an opportunity to refine your arguments, eliminate any inconsistencies or redundancies, and ensure that each paragraph contributes effectively to the overall flow of the essay.

Proofreading goes beyond grammar and spelling; it involves examining sentence structure, punctuation usage, and word choice. This careful analysis ensures that your writing is clear and concise, allowing readers to easily understand your intended message. Furthermore, proofreading helps maintain consistency in formatting throughout the essay. By adhering to specific formatting guidelines (such as font size or citation style), you create a polished and professional appearance.

Editing and proofreading are essential steps in refining an essay's content before its final presentation. Once these aspects are addressed with precision and care, it is crucial to focus on formatting and presenting your essay seamlessly without disrupting its flow or coherence.

Formatting and Presenting Your Essay

Presenting an essay with precise formatting and a seamless flow is crucial in order to convey the information effectively and engage the audience on a deeper level. To ensure your essay is well-presented, consider the following:

• Formatting : Use a consistent font throughout your essay and apply proper headings and subheadings to organize your ideas. Additionally, include page numbers and adhere to any specific formatting guidelines provided by your institution.
• Spacing : Maintain uniform spacing between lines and paragraphs for readability. This creates a visually appealing layout that allows the reader to navigate through your essay easily.
• Citations : Accurately cite all sources used in your research according to the required citation style (such as APA or MLA). This not only gives credit to the original authors but also adds credibility to your arguments.

By adhering to these formatting guidelines, you create an organized and professional presentation of your ideas, which enhances the overall impact of your essay.

Transitioning into managing time and avoiding procrastination, it is important to establish a clear schedule for completing each stage of the writing process.

Managing Your Time and Avoiding Procrastination

In the previous subtopic, we discussed the importance of formatting and presenting your IB extended essay. Now, let's delve into another crucial aspect of completing this task successfully - managing your time and avoiding procrastination.

Time management is a fundamental skill that can greatly impact the quality and completion of any project. When it comes to writing your extended essay, effective time management is even more critical due to its length and complexity. To help you stay organized and on track, consider utilizing strategies such as creating a detailed timeline, setting specific goals for each stage of the process, and breaking down tasks into manageable chunks.

Additionally, combating procrastination is essential for ensuring productive work sessions. Procrastinating can lead to unnecessary stress and compromised outcomes. To overcome this challenge, try implementing techniques like prioritizing tasks based on urgency or importance, eliminating distractions, and rewarding yourself for meeting milestones.

To further assist you in your extended essay journey, IB Pros provides valuable resources and support. From sample essays to expert guidance, their platform offers comprehensive assistance tailored specifically for IB students. Utilizing these resources will undoubtedly enhance your understanding of the requirements and enable you to produce a well-researched and compelling extended essay.

Utilizing IB Pros Resources and Support

Utilizing the extensive range of resources and support provided by IB Pros can greatly enhance your extended essay journey, equipping you with the necessary tools and knowledge to produce a well-researched and compelling piece of academic writing.

• Access to a vast library of subject-specific content: IB Pros offers a wide range of comprehensive study guides, textbooks, past papers, and other relevant materials to assist you in understanding key concepts and theories related to your chosen topic. This wealth of resources ensures that you have access to reliable information throughout your research process.
• Personalized feedback and guidance from experienced teachers: IB Pros provides opportunities for students to seek assistance from experienced educators who can provide valuable feedback on their work. This personalized guidance helps students refine their research question, improve their overall structure, develop critical thinking skills, and ensure that they are on the right track towards producing a high-quality extended essay.
• Peer collaboration through online forums: IB Pros facilitates communication among students through its online forums where individuals can exchange ideas, ask questions, and provide support to one another. Engaging in discussions with peers who share similar interests or have expertise in different areas can foster collaboration and create a sense of community throughout the extended essay process.

By leveraging these resources and support systems offered by IB Pros, you can maximize your potential for success while ensuring a safe learning environment during your extended essay journey.

Frequently Asked Questions

Can i choose a research question that is not related to my chosen subject in the ib extended essay.

No, the research question for the IB Extended Essay must be related to the chosen subject. This requirement ensures that students engage in in-depth research within their chosen field, promoting academic rigor and specialization.

How can I effectively manage my time and avoid procrastination while working on my IB Extended Essay?

To effectively manage time and avoid procrastination while working on the IB Extended Essay, it is important to create a schedule, set realistic goals, break the work into smaller tasks, eliminate distractions, and seek support from teachers or mentors.

What are some common mistakes to avoid when citing sources and avoiding plagiarism in my IB Extended Essay?

Common mistakes to avoid when citing sources and avoiding plagiarism in an IB extended essay include failing to properly attribute information, using excessive direct quotations, and not correctly formatting citations according to the required citation style guidelines.

Are there any specific formatting requirements for the IB Extended Essay that I need to follow?

Specific formatting requirements for the IB Extended Essay include using a 12-point font, double-spacing the text, and including page numbers. Citations should follow a recognized style guide such as MLA or APA.

How can I make the most out of IB Pros resources and support while writing my IB Extended Essay?

To maximize the benefit of IB Pros resources and support for your IB extended essay, utilize their guidance on research, topic selection, and essay structure. Their experienced team can provide valuable assistance throughout the writing process.

In conclusion, the IB Extended Essay is a challenging but rewarding academic endeavor that requires careful planning, research, and organization. By understanding the requirements, selecting an appropriate research question, conducting effective research, and structuring the essay effectively, students can create a compelling piece of work. Additionally, proper editing and proofreading, formatting and presentation skills are crucial for producing a high-quality essay. Lastly, time management and utilizing resources like IB Pros can help students avoid procrastination and achieve success in their extended essays.

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IB Guide: Extended Essay

• EE Examples
• NoodleTools Students
• NoodleTools Teacher
• Using the Library Catalogue
• Bibliothéque nationale de Luxembourg
• IB Official Resources This link opens in a new window

Great Extended Essay Books

Subject Specific Guidance

Subject Specific Pages

Group 1:  studies in language and literature, group 2:  language acquisition, including classical languages, group 3:  individuals and societies, group 4:  the sciences, group 5:  mathematics, group 6:  the arts, additional/other:  interdisciplinary essays, extended essay: what write it, the extended essay provides:.

• practical preparation for undergraduate research
• an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student's six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.

Through the research process for the extended essay, students develop skills in:

• formulating an appropriate research question
• engaging in a personal exploration of the topic
• communicating ideas
• developing an argument. 

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

EE Reflection Process

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HS DP Extended Essay: General Information

• General Information
• Class of 2025 EE Calendar
• The assessment criteria
• Criterion D
• Research Questions, Topics & Keywords
• ISZL Online Subscription Sources
• Open Access Resources
• NoodleTools
• Annotated Bibliography
• Academic Honesty
• Understanding Source Types
• Formatting and Citation Assistance
• EE Exemplars from IBO
• HS Library Homepage This link opens in a new window

What is the Extended Essay?

One component of the International Baccalaureate® (IB) Diploma Programme (DP) core, the extended essay is mandatory for all IBDP students.

What is the significance of the extended essay?

The extended essay provides:

• practical preparation for undergraduate research
• an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student's six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.

Through the research process for the extended essay, students develop skills in:

• formulating an appropriate research question
• engaging in a personal exploration of the topic
• communicating ideas
• developing an argument. 

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

Source: https://www.ibo.org/programmes/diploma-programme/curriculum/extended-essay/

Extended Essay Guide and Assessment

This is the complete Extended Essay guide from the IBO. You should consult the guide frequently in order to ensure that you are doing exactly what is required of you throughout the process.

Extended Essay Subject Specific Guides

             Guidelines from the IB on each subjects’ requirements for the extended essay (EE).

Guidelines from the IB on how to put together an annotated bibliography to help you think critically about your sources and save time.

Samples provided in the IB Extended Essay Guide

From George Mason University's Writing Center, a guide to crafting a research question.

Essay Outline from Philpot Education You will need to adapt for your own specifications. Also note the link to methodology. 

Effective Citing and Referencing from the IBO

This link directs you to the "Presentation" page of the Extended Essay Guide (online). Pay attention to the left-hand column as there are links to further information on Word Counts, Illustrations, Tables, Headers, Footnotes and Endnotes, Appendices and more.

What goes on the EE title page?

Use this checklist to identify areas that need your focus before the final deadline.

CC Source : Ohio State Press

Strategies for using the EE in university applications

10 Extended Essay Tips

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US IB Extended Essay: Subject Specific EE Resources

• Academic Writing
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• Research Questions
• Databases & Web Resources (English & Spanish)
• Bibliographies, References & Citations
• Reflections
• Subject Specific EE Resources

World Studies Extended Essays***NEW***

Great information linked  HERE  from the West Sound Academy in Poulsbo, WA 

Why write a WSEE?  It allows you to conduct an in-depth, interdisciplinary investigation into an issue of contemporary global importance that  you care about . 

Examples of potential topics include:

Global health crisis                        Climate change                                 Terrorism

Energy migration                            migration                                           global health problems, disaster relief & rehabilitation        civil protest and unrest                     global financial crisis, disadvantaged groups                   infringements on human rights         discrimination and persecution   .

The perspective of just one subject may not be adequate to address complex issues like these. The WSEE will require you to bring together aspects of different disciplines to examine your chosen topic. 

The IB recommends that you use two IB Diploma Programme subjects, one of which you must be studying. 

You're not expected to address the topic in its full complexity, but you should aim to generate understandings that are new to you.

It would be very easy for you to rely on common-sense understanding of a global issue or more informal insights. However,  the academic nature of the EE requires you to understand a global issue through disciplinary lenses.

Great information linked HERE from the West Sound Academy in Poulsbo, WA 

Example Essays by Subject

• Language acquisition
• Mathematics
• Studies in language and literature
• Visual arts
• World studies

Biology Resources

• WHO Data Repository:  https://apps.who.int/gho/data/node.home
• Our World in Data:  https://ourworldindata.org/  (datasets for each graph can be downloaded
• 1000 Genomes:   http://www.internationalgenome.org/data  
• RCSB Protein Data Bank:   http://pdb101.rcsb.org/  
• BioServers:   http://www.bioservers.org/bioserver/   (Easy to use interface for DNA database searches)
• NASA Climate Change:   http://climate.jpl.nasa.gov/  
• National Wildlife Health Center:   http://www.nwhc.usgs.gov/publications/publications_data/
• USDA nutrient database:   http://ndb.nal.usda.gov/ndb/search/list   (contains a complete nutrition profile for various food and drink items) 
• GenBank:   http://www.ncbi.nlm.nih.gov/genbank/  
• GapMinder:  https://www.gapminder.org/data/
• AlFred:   https://alfred.med.yale.edu/  (allele frequency
• Audubon Christmas Bird Count:   http://netapp.audubon.org/cbcobservation/  
• Gorongosa Wild Cam:   https://www.wildcamgorongosa.org/#/  
• Integrated Digitized Biocollections:   https://www.idigbio.org/  
• Global Biodiversity Information Facility:   http://www.gbif.org
• Vert Net:   http://www.vertnet.org
• Arctos:   https://arctos.database.museum/  
• Project Noah:   https://www.projectnoah.org/  
• eBird:   https://ebird.org/science/download-ebird-data-products  
• EDDMaps (invasive species):   https://www.eddmaps.org/  
• Nature Atlas:   http://www.natureatlas.org/all/earth/  
• iMapInvasives (invasive species):   https://www.imapinvasives.org/  
• Lots of options available through Science on a Sphere:   https://sos.noaa.gov/Datasets/  
• Lots of options available through Zooiniverse:  https://www.zooniverse.org/projects?discipline=biology&page=2&status=live  

Subject Specific Information for the Extended Essay

• Individuals and societies An introduction to Individuals and societies extended essay
• Language acquisition An introduction to the Language acquisition Extended Essay
• Mathematics An introduction to the Mathematics Extended Essay
• The Sciences An introduction to The Sciences Extended Essay
• Interdisciplinary essays An introduction to the Interdisciplinary Extended Essays
• Studies in language and literature An introduction to the Studies in language and literature Extended Essay
• The Arts An introduction to The Arts Extended Essay

Extended Essay Subject Rubrics

• Studies in language and literature 
• Language acquisition 
• Business Management 
• History 
• Biology 
• Chemistry 
• Physics 
• Mathematics 
• Music 
• Visual Arts   
• Environmental systems and socities   
• World Studies 
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Subject Specific Information

• Business Management
• Computer Science
• Design Technology
• English A Categories 1 & 2
• English A Category 3
• Global Politics
• Mathematics
• Visual Arts
• World Studies

Choice of topic

The topic must allow an approach that relates specifically to biology. Where a topic can be approached from different viewpoints, the treatment of the material must be clearly biological.

Examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

Students should explain early in the essay how they arrived at their research question and narrowed it down, by briefly outlining aspects they are not considering in the essay.

Students should be encouraged to formulate one or more hypotheses based on the research question. A single well-formulated question may give rise to a small number of precise hypotheses.

Primary research

Essays in biology may be based on data collected by the student through:

• experimentation
• microscopic observations
• biological drawing
• or some other appropriate biological approach.

Essays that involve practical work carried out in the laboratory, or fieldwork, should include a clear and concise description of the experimental procedure.

Students taking an experimental approach must also consult secondary sources.

Secondary research

Alternatively, students can base their essays on data or information obtained from literature. Ideally they can use the data and manipulate or analyse it in an original way. Essays that simply restate facts or data taken directly from the sources are of little value.

Whichever approach is chosen, the student must ensure that they have access to sufficient data or information to research the topic effectively.

Students should attempt to specify how the research approach and methodology were decided, and show any approaches that were considered and rejected.

Supervision

Ideally, students should carry out the research for the essay solely under the direction of a school supervisor. Some of the IB’s best essays have been written by students investigating relatively simple phenomena using standard school apparatus and this approach is to be encouraged.

All students must provide evidence in the essay of their personal contribution to the research approach and to the selection of the methods used.

Essays based on research carried out by the student at a research institute or university, under the guidance of an external supervisor, must be accompanied by a covering letter outlining the nature of the supervision and the level of guidance provided.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Students can choose a topic they have encountered during their Diploma Programme business management course. However, they may also choose to investigate issues that fall outside its scope. For example:

• business practices in a specific regional or national context, or
• the practical applications of the work of a particular business management theorist.

Whatever area they choose, students must root their research firmly in accepted business management theories and use the core principles of business management as the basis for their research.

Students are strongly advised to choose a topic that enables them to carry out research and apply business management theories and techniques in a real-world setting. This setting may be an organization, industry or market in a particular region or country, or globally.

Sources of ideas may include:

• an interest in issues raised in the classroom
• aspects of a student’s own experience
• current events.

Research questions that do not allow a systematic and meaningful investigation using business management theories, concepts and principles are unlikely to be suitable.

Backward versus forward-looking questions

Students can choose to investigate past event(s). However, they must ensure that their question will enable them to analyse and evaluate rather than simply describe what happened.

A forward-looking question can enable students to search for conflicting sources to arrive at a well-supported argument and conclusion. But the topic should not be so forward-looking that information and results are not yet available: hypothetical questions based on future events are to be avoided.

These examples are for guidance only. Students must ensure that their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Students’ research should be broad and detailed, using a range of sources. Excessive reliance on a single source, such as a company’s annual report, is unlikely to give students sufficient scope or breadth in their analysis.

Students can include materials sourced from a particular business or organization whose area of business is related to the topic chosen, eg market research companies, industry analysts or think tanks.

Secondary sources

Students should use secondary data as the basis of their EE, supported where appropriate by primary research. The sole use of secondary sources is permitted and will allow students access to all levels of the EE assessment criteria.

(Note that this is similar to the research approach of the SL internal assessment task of the business management course and different to the research approach of the HL internal assessment task, where primary research takes precedence.)

A good range of secondary sources should be consulted, including:

• business management textbooks
• general business management books
• industry analyses
• company reports and data.

Students must plan any primary research well so that it yields genuinely additional and significant insights.

Students and supervisors are required to:

• act with tact and sensitivity towards the research subjects
• respect the confidentiality of the organization(s) and people involved.

All the research carried out must address the research question. Similarly, the development of the essay must be related to the research question directly and consistently and must not include information that is unnecessary.

Use of analytical tools and numerical data

A good essay will demonstrate the appropriate use of analytical tools, often supported by numerical data to assist the discussion and evaluation.

Appropriate analytical tools from the business management syllabus include:

• Ansoff Matrix
• Break-even analysis
• Decision tree
• Financial statements and ratio analysis
• Fishbone diagram
• Force field analysis
• Position maps
• Stakeholders analysis
• STEEPLE analysis
• SWOT analysis

Students may also use analytical tools that are not included in the syllabus.

Conceptual perspectives

Strategic and conceptual perspectives on the research question can add to the interest and rigour of the essay, for example:

• the effect of new technologies on organizational innovation
• the cultural and ethical implications of business decisions.

Analysing the data

Use of theory.

Students should integrate relevant business management theories, tools and techniques with the evidence obtained by the research throughout the essay.

Students should not present theory as a separate section. An essay that delivers theory as a separate section of the essay and does not apply it to the specific research question is unlikely to succeed.

Students should avoid making assertions using business management theories and techniques if they cannot meaningfully link these to their case study with supporting evidence.

Critical thinking

Students must ask probing questions and look at all relevant factors when considering the information obtained from their research. Information cannot always be accepted at face value.

A critical approach, in which students display the skills of analysis and evaluation, is essential.

Students should indicate unresolved questions, or new questions that have arisen from their study, in their conclusions.

Students should remember that a business management essay must be written in an objective style without personal bias. Conclusions should be derived from the evidence and not based on any preconceptions of the student.

The topic must allow an approach that specifically involves chemistry. Where a topic might be approached from different viewpoints, the treatment of the material must be from a chemistry perspective. For example, an EE in an option area of the IB syllabus such as biochemistry will, if registered as a chemistry EE, be judged on its content within the scope of the biochemistry option of the syllabus.

An EE in chemistry may be based on:

• theoretical models
• experimental data.

Whichever approach is chosen, the student must ensure that they have access to sufficient data to research the topic effectively.

Students who choose to write a literature- or survey-based essay should ensure that it clearly shows its chemical basis. Essays written at the level of a newspaper or news magazine article are unlikely to achieve a high mark.

Since chemistry is an experimental science, students are strongly encouraged to undertake experimental work as part of their research, although this is not compulsory.

In order to place their research into the appropriate context, students should research the area of the investigation before commencing any experimental work. Where possible, they should consult original research using:

• scientific journals
• personal communications
• online sources

The internet should never be the sole source of information.

All essays involving experimental work undertaken by the student should include a clear and concise description of the experimental work. Students should indicate clearly whether they have personally designed the experiment or used an existing method. If they use an existing method, they must give its source and state how they have adapted and improved upon it.

All essays must be supervised by a school supervisor.

Many of the best essays are written by students investigating relatively simple phenomena using apparatus and materials that can be found in most school laboratories, and this approach is to be encouraged.

If the practical work is carried out in an industrial or university laboratory, the essay should be accompanied by a letter from the external supervisor outlining the nature of the supervision and the level of guidance provided. The school supervisor must be satisfied that the work described in the essay is genuine and essentially that of the student.

The supervisor has the responsibility to ensure that students understand that the EE must not duplicate the research topic, data or the results of the internal assessment. A statement to that effect should be included in the supervisor’s comment on the cover of the EE.

Generating and presenting data should not be an end in itself; students must analyse data using appropriate techniques, evaluate it and where appropriate compare it with appropriate models or literature values.

Use of secondary data

Students can also use data collected elsewhere. For example, for a research question that requires calculation of enthalpy changes in reactions, students can obtain average bond enthalpies from databases and manipulate these in order to answer the question.

However, to achieve high marks, students must devise their own method to analyse the secondary data in a way that leads to a specific answer to their research question.

In any chemistry EE, students must demonstrate that they understand the theory underlying any experimental work and state any assumptions made.

They should show an understanding of the results obtained and be able to interpret them with reference to the research question posed.

They should be critical of inadequate experimental design, the limitations of the experimental method and any systematic errors.

Students should be encouraged to consider unresolved questions in their research, and to suggest new questions and areas for further investigation. Throughout the essay, students should emphasize clearly their own personal contribution.

It is important that the chosen topic and its treatment reflect a firm emphasis on computing science and explores beneath the surface of this subject.

It is also important that the work goes beyond a summary of journalistic views on a particular topic. It is not sufficient for the student simply to describe new advances and developments in computing. Students are expected to analyse their findings and consider the implications.

Often, the ethical and social effects of the topic chosen will be important and may well have a part within the essay, for example in the conclusion. However, an essay that makes these considerations a major focus is not appropriate and would be better submitted as an information technology in a global society (ITGS) essay.

An in-depth analysis of trends and advances in computing should include aspects of the theory of computer science, which would necessarily demonstrate a high degree of technical knowledge and understanding.

Data for analysis may be generated from a program written by the student. This is often an appropriate method of investigation, but the code itself, and its development, will not be rewarded under the assessment criteria unless the specific techniques employed are of particular relevance to the research question.

An EE in computer science is not intended as a vehicle to demonstrate programming skills. These are demonstrated in the computer science project (the internal assessment requirement of the computer science course).

The EE is an opportunity for students to be creative in a different sphere—that of independent, personal research.

While an EE may refer to a programming exercise, such as a compiler for a new language designed by the student, the emphasis in such a case should be on the design, development and analysis of the compiler and on language design. Some evaluation of the compiler in relation to those already existing is also expected.

Although program fragments may be included in the body of the EE to support the design and the discussion, the full program code (including internal documentation) should appear in an appendix as evidence.

Futuristic topics in computer science should be based on sound theory and projections of well-known computer science authorities.

Students are expected to support personal conclusions with the theories presented. This is an area where students need to be particularly careful that the analysis they apply to information gathered is their own independent analysis and that the information they use is from reliable sources.

Students are likely to turn to the internet for sources of information. When doing so, they need to verify the reliability of sources and also ensure that they are not relying too heavily on these sources to collate, rather than analyse, information.

Students are expected to both critically evaluate the resources consulted during the process of writing the essay and to expand on the material gathered from these sources in order to make any technical information understandable to a reader who might not be a specialist in the subject.

Frequent reference to the assessment criteria by both the supervisor and the student will help keep a sharper focus on the project.

The topic must be concerned with issues relating directly to design technology. Where the topic may be approached from different viewpoints, students must examine it from a design technology perspective. Students are expected to be familiar with the design cycle, as set out in the Design technology guide .

Students are encouraged to select a topic that is appropriate to their interests and abilities and the resources available.

Essays may focus on systems design rather than a specific product, such as:

• investigating the benefits resulting from the introduction of end-of-pipe technology to reduce waste from the processing of iron ore
• investigating a cold chain for the distribution of heat-sensitive vaccines and antibiotics in a tropical climate
• evaluating the effectiveness of an automated manufacturing system for the mass customization of a particular product.

When choosing a topic, students should start by exploring appropriate design contexts. For example, it may be worth considering:

• artifacts that do not function effectively or seem wasteful of resources
• the needs of particular user groups such as the elderly, disabled or special needs;
• new technologies and how they might influence or converge with existing technologies.

Students are expected to use a range of methods for the collection of data and the essay should use both primary and secondary sources. However, practical experimental work is not mandatory.

Use of primary sources

To promote their personal involvement, students should be encouraged to use locally available primary sources wherever possible. They can collect data from different sources using a variety of methods, and then analyse it using scientific and technological techniques.

However, they should only include in their essay data that is directly relevant to the chosen topic.

The inclusion of relevant graphical material will also significantly enhance the essay.

Practical and experimental work

As design technology is an experimental science, many students will wish to base their essay on practical or experimental work. However, this is not compulsory.

Practical activity may take the form of:

• experiments to test products or materials or evaluate performance
• modelling situations and products to assess effectiveness
• prototyping design solutions
• full realization and trialling of a design solution
• developing a marketing strategy.

The topic should be treated at an appropriate level of study:

• broad enough to have wider social, political or organizational aspects
• specific enough to have potential for taking or stimulating action in the problem area.

Students should identify the key issues that emerge from the investigation and assess their significance in relation to the original proposition or question. It is essential that students choose an issue that can be explored, and from which conclusions can be drawn, evaluated and recommendations made.

Students can choose a topic within any of the syllabus sections in the current Economics guide , but they are not restricted to these.

Use of economic theories, models and tools

Students should undertake an essay that uses the principles of economics as a basis for researching a particular topic. They may take a recent economic event, issue or policy, gather data and apply economic theories, models and tools to evaluate it.

Research questions that do not allow a systematic and meaningful investigation using economic theory and do not require critical analysis and detailed understanding are unlikely to be suitable in economics.

Multidisciplinary topics

It is essential that students answer the question using economic theories and concepts, and that the work does not diverge into another subject area. Some topics can be approached through different disciplines, such as business management, geography or psychology. Students must therefore ensure they use economic theories, models and tools and meet the subject requirements of economics.

Alternatively, if students wish to approach a topic from the perspective of economics and another discipline within the Diploma Programme, they can undertake an interdisciplinary World Studies EE .

Five-year rule

Topics should not be historical. They should relate to economic information, policies, outcomes or events that are no more than approximately five years old. Topics that are too retrospective, such as “What was the impact of the global financial crisis on unemployment in the United States from 2007–2010?” almost invariably become descriptive.

Essays should also not be based on future economic events. For example, “What will be the effect of the 2026 Football World Cup on the economy of Country X?” would not be suitable as it would be entirely speculative and unsupported.

Opportunities for analysis

The topic chosen should provide opportunities for some critical analysis of the information that is gathered. Students should avoid topics that depend entirely on summarizing secondary data, as they tend to lead to an essay that is essentially narrative or descriptive in nature.

Restricting the scope of the essay is necessary to ensure a clear focus, and will also provide opportunities for demonstrating detailed understanding of economics and critical analysis.

Suitable areas of economics

Macroeconomics topics may be chosen, but it is essential that the research question is narrowed to a reasonable focus on a particular part of the economy and is not on the economy as a whole.

Topics researching economic development are highly suitable, but the research question should relate to a particular aspect of development or a limited area. It would not be suitable, for example, to examine the effect of some government policy on the development of the whole economy.

Research question

Choosing a research question that is made up of more than one question (a “double-barrelled” research question) is unlikely to result in a successful essay—eg “Does Company X practice monopolistic behaviours and, if so, how does it help the firm to increase revenues” or “What is the effect of European interest rate policy on aggregate demand in Greece and what should the government do to increase aggregate demand?”

In the first example, the answer to the first part of the question must be affirmative in order to proceed with the essay. If not, the second part of the question cannot be answered.

In the second example, the scope of the essay is simply too wide.

The answer to the research question should not be self-evident. There must be scope to research the question and weave together an argument that is not obvious from the outset. For example, “To what extent is the market for mobile phone service in Country X an oligopoly” would not be appropriate when it is obviously an oligopoly as there are only three firms.

Research methods

Students can base their essay solely on secondary sources. They can also choose to undertake primary research.

Students should consult a good range of secondary resources, including:

• economics textbooks
• general economics books
• research from think tanks such as the OECD or the New Economics Foundation
• government publications
• publications from international organizations such as the World Bank or UN bodies
• newspaper and magazine articles.

For certain topics, primary research may enhance the approach, including:

• questionnaires.

Interviews with experts (face-to-face, virtual or electronic) in a given topic can be very beneficial, for example:

• university lecturers
• journalists
• government officials
• business people.

Where students undertake primary research, they must approach it in an academic manner.

• They must construct any surveys or questionnaires so that they gather meaningful, relevant data.
• Sample sizes must be large enough to generate statistically significant results.

When students have carried out surveys or questionnaires, they must:

• explain the process in their essay (How many people? Who? Where?)
• summarize and analyse the relevant results.

Pages of pie charts summarizing survey results are rarely appropriate.

Questionnaires based on speculative, anecdotal responses rarely, if ever, generate appropriate data and should not be used.

Students should integrate relevant economic theories, models and tools with the evidence obtained by the research throughout the essay. The theory should not be presented as a separate section. An essay that delivers the theory as a separate section of the essay and does not apply it to the specific research question is unlikely to be successful in terms of analysis.

Students should never make assertions using economic theories, models and tools if they cannot meaningfully link these theories to their case study with supporting data or evidence.

Students can demonstrate their skills of analysis and evaluation by judging the extent to which a theory is valid or useful in answering the research question.

https://resources.ibo.org/dp/subject-group/Extended-essay-first-assessment-2018/resource

The EE may relate to work students have already completed during the course, but they must also demonstrate relevant wider reading and individual study.

It is the responsibility of the student to ensure that the topic of their EE does not overlap with any other work they are preparing for assessment in language A—for example, the written assignment in the literature course, or the written task in the language and literature course. Students risk their diploma if academic misconduct is detected.

Clarification on the use of non-fiction in a Language A EE:

Works of fiction and non-fiction can be considered as part of literary investigations provided that the works in question are of literary merit. Candidates should ensure that the work that they wish to investigate has a body of established literary criticism before deciding that the work is worthy of investigation. The availability of secondary sources to support arguments is vital to fulfilling criterion C (Critical thinking).

Important note on the use of film in studies in language and literature category 1 and 2 essays:

If a student wishes to study a film adaptation of a literary work with the original written text as part of their studies in language and literature essay they must refer to the studies in language and literature guide, Option 3 Literature and film for guidance on how film may be used. The use of film has to be in light of the requirements as detailed in the guide. The focus of the essay must be clearly on the screenplay (the written or spoken word), its delivery and effect. It must not be about the filmic qualities in terms of technology—essays focused on these aspects may be more appropriately placed (depending on their focus) in a category 3 essay, or in the subjects “film” or “literature and performance” and will be self-penalizing if submitted as a category 1 or 2 essay.

Categories 1 and 2—literature

• Studies of one or more literary works originally written in the language in which the essay is presented.
• Studies of a literary work or works originally written in the language of the essay compared with one or more literary works originally written in another language. (The work originally written in another language may be studied in translation.)

Through the work they have already undertaken, students may have developed an interest they wish to pursue further, for example:

• a particular genre of writing
• a particular author
• a philosophical, political or social question addressed by a literary work.

Categories 1 and 2—appropriate texts

Students can choose literary works from any source, including the IB Diploma Programme prescribed list of authors.

Crucially, students’ chosen text(s) should be of sufficient literary merit to sustain in-depth analysis.

Categories 1 and 2—examples of topics

Examples of topics—category 1.

Students should use both primary and secondary sources for their research.

Primary sources refer to the novels, poems, stories, plays or essays by the author whose work is the focus of the student’s research.

Secondary sources are scholarly works about:

• the primary author’s work and biography
• the genre the student is focusing on
• literary techniques.

Secondary sources include:

• academic journal articles
• edited essays in book collections
• reviews incorporated in the publication that is the focus of the student’s research.

Students should always consider how the text(s) work as literature, dealing with aspects such as the effects they achieve, the devices they use and the way they are written.

Philosophical, political or social issues

Students can choose as their topic a philosophical, political or social issue arising from a work of literature. However, the major focus of their essay should be the literary treatment of the issue. They must not treat the literary work(s) simply as documentary evidence in a discussion of the particular issue.

In addition, students should not use the essay solely as a vehicle for their own thoughts on the issue. Students must focus first on their analysis of the presentation of the author’s ideas. Then they can present their personal views on the way the author has treated the subject.

Use of literary criticism

Students should aim for a compromise between building on the wisdom of experienced critics and introducing new personal elements. An essay that simply repeats the views of established literary critics will not receive a high mark.

Use of literary biography

Essays that interpret literary works in terms of the writer’s life tend to produce reductive readings based on second-hand information. Such essays receive low marks and the IB therefore advises students to avoid biographical topics.

Examples of topics, research questions and suggested approaches—category 1

Examples of topics, research questions and suggested approaches—category 2

Studies in language based on one or more texts originally produced in the language in which the essay is presented. Texts can be compared with a translated text originally written in another language.

A category 3 EE emphasizes the production and reception of texts in social, historical and/or cultural contexts. Essays that simply offer a general overview of a topic are not appropriate.

Category 3—appropriate texts

For the purpose of a category 3 language EE, “texts” include the widest range of oral, written and visual materials present in society:

• single and multiple images with or without written text
• literary written texts and text extracts
• media texts, for example, advertising campaigns; films, radio and television programmes and/or their scripts
• electronic texts that share aspects of a number of media texts, eg video-sharing websites, web pages, SMS messages, blogs, wikis and tweets
• oral texts, eg readings, speeches, broadcasts and transcripts of recorded conversation.

When writing the essay, students must bear in mind that any narrative and/or descriptive material included should be directly relevant to the critical analysis. A summary of the student’s reading is not sufficient.

Where relevant to the topic, students may compare and contrast different languages and cultures. However, the essay’s main focus should be the language and culture(s) of the language in which the student is writing.

Category 3—examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column). Where students take a comparative approach, at least one of the texts must have originally been written in the language of submission and studied in translation into the language A.

Category 3—language

Students should give focused and critical attention to the text or texts being considered. The approach should aim to be balanced, coherently argued, and illustrated by relevant supporting examples.

Students are encouraged to:

• adopt an analytical, critical position
• show awareness of potentially conflicting viewpoints on the text(s) and their meaning in a wider social context.

Their analysis must include a wider discussion of the contexts in which the text(s) are produced and understood.

Essays that attempt to interpret the text(s) without considering the original audience and context are unlikely to offer a fully successful discussion.

Examples of topics, research questions and suggested approaches—category 3

The examples are just for guidance. Apart from examples 1 and 7, each specifies a particular language so that the research question is precise. However, they may also work in another language and context.

Examples 1, 2 and 3—language in a cultural context

Students can explore how language develops in specific cultural contexts, how it impacts on the world, and the ways in which language shapes both individual and group identity.

Examples 4, 5, 6 and 7—language and mass communication

Students are able to consider the way language is used in the media, and may address how the production and reception of texts is influenced by the medium in which they are written.

The topic must clearly focus on film or television, rather than a literary, sociological, political or historical issue.

For example, a study of film adaptations of Shakespeare’s plays or of classic novels must not become a literature essay about the plays or the novels. It must be a discussion about the films from a filmic point of view.

The topic needs to offer enough scope for a substantial essay without being too general. Crucially, it needs to capture the interest and enthusiasm of the student.

Clarity, coherence of ideas and attention to detail are all necessary to achieve an effective EE. Students need a well-formulated research question that allows them to develop an EE that is cogent, rational and economical in expression. Their ideas should be supported by relevant sources and specific reference to film and/or television texts.

Primary sources

For primary sources, there must be detailed references to at least one film (or major television work). Primary sources include:

• the film(s)
• the screenplay
• personal contact or personal correspondence with individuals involved in making the film.

Surveys and questionnaires undertaken by the students themselves should be avoided as they are unlikely to offer statistically valid information.

For secondary sources, students must make close reference to relevant sources (print and other media) related to the question, such as:

• journal and magazine articles
• DVD “extras”
• promotional material
• internet material.

Use of sources

Students should:

• evaluate the arguments in the sources rather than simply repeating what they say
• explore a broad range of ideas from different sources, rather than relying heavily on one, or on a number of items from a single author.

Use of visual materials

An EE may be enhanced by visual materials, such as:

• storyboard frames
• screenshots
• camera layouts.

However, such material must not be used merely for decorative purposes.

Visual and other source materials must be properly referenced and acknowledged at the end of the essay.

In addition, students’ EEs must:

• focus on developing, supporting and illustrating their argument, rather than on plot summary or character description
• use filmic terminology accurately and appropriately.

The most successful essays are often those with a clear voice that transmits the student’s enthusiasm and scholarship with clarity and conviction. The EE should reflect the student’s coherent and informed engagement with their chosen topic.

The essay topic may relate to an area of the Diploma Programme geography course, but this is not a requirement. Students can also explore other areas of the wider subject, such as how global issues can be examined through the lens of geography.

Examples of research topics

These examples are for guidance only. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

It is the task of the supervisor to ensure that the research question:

• is relevant to the subject
• allows the student to make use of appropriate geographic sources
• encourages the application of relevant subject concepts, theories or ideas.

Students should establish the geographic and theoretical context for their research question early in the essay. Students should outline clearly the geographic context in which they are conducting their research using:

• one or more annotated maps
• where relevant, photographs and/or satellite images.

Illustrations and maps

It is essential that a geography EE be supported by appropriate illustrative graphical material, such as diagrams, maps, tables, images and graphs. Students must acknowledge the sources for each.

• Good essays usually have maps in the introduction to place the investigation in a clear spatial context.
• All maps should give an indication of orientation and scale, and include a legend or key.
• Students should clearly reference all maps used and give the source of any base maps they have not constructed themselves.
• The use of scanned maps or satellite images, or those that are downloaded in unaltered form, is rarely effective and provides little evidence of students’ map skills. However, students are encouraged to modify or adapt such images.
• Students are encouraged to include:
• sketch maps
• labelled or annotated diagrams
• maps they have constructed.
• If students draw maps using computer software, they should state the proprietary program used. Hand-drawn maps should be neat and clear, and employ standard map conventions.

Images or photographs

• Images or photographs should only be used if they are essential illustrative components of the essay, ie not just decoration.
• Students should explain the feature(s) an image or photograph is intended to illustrate. Each should be:
• labelled, annotated or captioned.
• Colour is frequently used in geographic illustrative materials, so it is important that an original colour version of the essay is submitted.

In the Diploma Programme global politics course, a political issue is defined as:

“Any question that deals with how power is distributed and how it operates within social organization, and how people think about, and engage in, their communities and the wider world on matters that affect their lives.”

Hence, there is a wide range of questions that are in principle suitable for an EE in global politics. Students must narrow their initial topic ideas to a concise question that can be researched effectively within the EE’s 4,000-word scope.

EEs in global politics may focus on topics that invite a local to global level of analysis, or on any level in between. Sometimes, it may be interesting to investigate how the same political issue unfolds at different levels of analysis.

The benefit of undertaking research that investigates issues at a global level is the availability of secondary data. Research at a local level may be more effectively investigated using primary methods.

In addition to levels of analysis, different theoretical foundations or the perspectives of varying groups of people or individuals on a political issue may help students to formulate a clear and focused research question.

“Contemporary” rule

The topic students choose must be contemporary. Contemporary here is taken to refer to events during the student’s lifetime.

References to historical events and issues can be included if they:

• provide useful background context
• are necessary for understanding a topic
• have clear implications for the present.

However, the emphasis of the essay should be on current affairs. Similarly, students should not base their essay on future events, as in this case it will become speculative and unsupported.

When choosing a topic, students and supervisors must ensure that the various assessment criteria can be satisfied within the word limit. Students are advised to avoid topics that are too broad in scope to permit an in-depth study within the prescribed word limit.

EEs in global politics will often be interdisciplinary in terms of subject matter and research approach and may use both primary and secondary sources.

Essays that rely on secondary sources only are perfectly valid, but students must engage critically with the sources of information that they use.

The topic and chosen level(s) of analysis will suggest the appropriate theoretical perspectives and methodological approaches.

Various approaches to the research are possible, such as:

• case studies
• comparative studies
• analyses of discourse.

Relevant techniques for gathering and interpreting evidence include:

• literature or media reviews
• quantitative data analysis.

Students may use journalistic or visual material, interviews or data from popular and social media, but their essay should not be based solely on such sources.

Theoretical underpinning

Students must show that they have grounding in theories and methods of global politics and are able to use these appropriately and effectively in order to develop a reasoned argument.

The essay is a formal research essay that examines contemporary political issues, and may do so from an angle previously unfamiliar to the student. For example:

• Students interested in a more theoretical approach to political issues can examine the key concepts of global politics in a way that is more anchored in academic debates.
• Students interested in statistics that underpin decision-making and perceptions in global politics can undertake more comprehensive data analysis.

The topic must:

• focus on the human past (at least 10 years ago)
• be worthy of study
• lend itself to systematic investigation in line with the published assessment criteria.

Ten-year rule

Essays that focus on events of the past 10 years are not acceptable, as these are regarded as current affairs, not history. Any essay that does so will be compromised across several criteria.

It is not a requirement for the topic to be chosen from the Diploma Programme history course, but it must be acceptable to the supervisor.

It should provide an opportunity for critical analysis of source material, and not depend on summarizing general secondary sources (such as textbooks and encyclopedias). Such an approach is likely to produce an essay that is essentially narrative or descriptive.

The topic chosen must be suitable for effective treatment within the 4,000-word limit. Essays that cover many aspects of history, or a long time period, are unlikely to prove successful.

Narrowing the scope of the essay:

• is a crucial step in helping to ensure that the essay has a clear focus
• allows students to demonstrate detailed and specific historical knowledge, understanding and critical analysis.

Disciplinary focus

Some topics can also be approached from the perspective of other subjects, such as economics or geography. Social history includes areas such as music and sport.

Students must ensure their treatment of the topic meets the subject requirements of history.

• While social history does include areas such as music and sport, these are only acceptable for a history extended essay if they are tackled from a historical perspective.

Suitable research questions need to lead to:

• systematic investigation
• critical analysis
• detailed understanding.

Adequate available sources are essential. If it is clear at an early stage in the research that they are not, then students should change focus. If necessary, the supervisor should advise them to do so.

Students who use both primary and secondary sources for their research will find it easier to achieve the highest marks.

If a student chooses to use secondary sources only they will need to take particular care to address the assessment criteria.

Possible approaches to the research question include:

• using primary and secondary sources in order to establish and appraise varying interpretations
• analysing sources in order to explain changing views over time of particular happenings or developments
• using source material for a case study or local history project, perhaps leading to a comparison of local and national developments
• collecting and analysing oral and written data from family and other contacts to help explain past happenings, perhaps leading to a comparison of local and national developments
• using all available sources to answer the question posed.

Examples of topics, research questions and approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples have all been chosen by past students and are included here for guidance only.

Critical analysis and evaluation

Students should not accept uncritically the value and reliability of sources, especially when the authenticity of some of the sources may be questionable.

Students should show awareness of the value and limitations of their main sources through analysing their origin, purpose and content:

• Who were the authors?
• What was the intended audience?
• What were the overt and covert reasons for the production of the source being evaluated?

They should integrate this evaluation into the main body of the essay and not adopt a “stand alone” approach of two sources.

Students can show good critical analysis and historical judgment through a sound assessment of source material and different explanations and interpretations.

Opportunities for reporting and assessing different interpretations will vary with the topic chosen. Students will gain credit for explaining why a historian formed an interpretation, not merely stating it.

IT’s rapid development, global reach and emerging social and ethical considerations offer ITGS students huge scope in their choice of topic. Students have the opportunity to be innovative in their research in ways that few other subject areas can match.

The choice of topic may emerge from many sources including:

• a news article
• current use of IT system(s)
• issues discussed in class
• personal interest.

The topic must focus on the impact of an IT system or a specific issue that has ITGS at its core. A topic with only an incidental mention of an IT system or that focuses on another technology is not suitable for an ITGS EE.

Students must demonstrate in-depth knowledge of some aspect of IT and its impacts. Their level of expertise must go well beyond general knowledge. They should be able to use IT terminology and concepts competently. Students’ explanation of the particular IT system must be supported with appropriate research, including visual evidence.

Level of understanding of IT

The ITGS EE is not an exercise in demonstrating IT skills, but students must clearly show in-depth understanding of the IT system in the chosen topic. Students who do not have well-developed IT practical skills or who are not taking ITGS as one of their Diploma Programme subjects are unlikely to show the level of insight that is required for the highest levels of attainment.

However, students should only include program code, mark-up codes (eg HTML) or detailed electronics to support their argument. They should not make such technical expertise the focus of their essay.

Students can pursue their interest in the language through research based on texts (spoken or written records of the language) or specific cultural artifacts, a requirement for the category 2(b) essay.

The essay should consist of the study of an issue in one of the three categories: language, culture and society or literature, or a combination of these.

Students must ensure that the materials they require for their choice of topic do not overlap significantly with any other work they are submitting for the Diploma Programme. For example, they must not use:

• a novel in its original form that they studied in translation for language A: literature.
• the same aspects of a film for coursework in film.

Students risk their diploma if academic misconduct is detected.

Clarification on the use of non-fiction in a Language B EE:

Important note on the use of film in studies in language acquisition essays:

If a student wishes to study a film adaptation of a literary work with the original written text as the focus of their essay, it must be clearly focused on the screenplay (the written or spoken word), its delivery and effect. It must not be about the filmic qualities in terms of technology; essays focused on these aspects will be more appropriately placed in "film" or "literature and performance" and will be self-penalizing if submitted as a studies in language acquisition essay. This advice applies to essays written within categories 1, 2(a), and 3, as film is already specified as a cultural artifact for the purposes of category 2(b).

The research and writing process

• Language acquisition EEs can require more planning than those written in a student’s first language.
• Students should read and annotate secondary material written in the target language as this will help with vocabulary and expressions when they come to write the essay. Writing their annotations in the target language will also help.
• Students should draw up a section-by-section essay plan. They should then spend some time gathering:
• the information they wish to include
• the vocabulary and structures in the target language they require to convey this information.
• Students should seek guidance from their EE supervisor and/or language teacher regarding the conventions for academic writing that are particular to the target language.

Analysis of primary and secondary sources

Students should be engaged with the analysis of primary and secondary sources.

This refers to original texts and can be any occurrence of “communicative language”.

• literary—eg books, book chapters, novels, essays, poems, stories, plays
• media—eg interviews, discussions, newspaper headlines, articles
• general—eg historical documents, speeches, advertising, theatre, informal conversations.

This refers to a scholarly work written about the student’s primary source.

Secondary sources include books, journal articles, essays and reviews of the primary author’s work. They may also include writing about the author’s life, or the genre and techniques relevant to the student’s primary source(s).

If their topic is of a general cultural nature, students should focus on what makes the topic specific to the region, country or countries concerned.

Students can make comparisons with another culture if this helps to answer the research question. However, they must remain focused on the culture of their target language.

Use and analysis of texts

Students may choose to:

• analyse texts in a detailed literary fashion, or
• use literary texts as a means of exploring the target language or its culture and society.

Quantitative research methods

If students use questionnaires or present statistics, they must show that they:

• understand how the questions were constructed
• can explain the results.

The students must be able to analyse and interpret these results with direct reference to their topic. An example of any questionnaires or surveys used should be included as an appendix.

Photographs and illustrations

Students must label and explain any photographs and illustrations they include. They must also justify their use in relation to the topic.

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are just for guidance.

Category 1—language

The essay should be a specific analysis of the language (its use, structure and so on), normally related to its cultural context or a specific text.

Category 2—culture and society

2(a): essays of a socio-cultural nature about the impact of a cultural change on language.

The essay should consist of a cultural analysis of the impact of a particular issue on the form or use of the language.

2(b): Essays of a general cultural nature based on specific cultural artifacts

The essay should be an analysis of a more general cultural nature but be specific to a country or community where the language is spoken. Topics that are too broad and could apply to many cultures (such as globalization, the death penalty or eating disorders) are inappropriate.

Essays of a general cultural nature must be based on specific cultural artifacts.

Category 3—literature

The essay should be an analysis of a literary type, based on a specific work or works of literature exclusively from the target language. In the case of a comparison of texts, all texts must originally have been written in the target language.

The EE may be written on any topic that has a mathematical focus and it need not be confined to the theory of mathematics itself.

Students may choose mathematical topics from fields such as engineering, the sciences or the social sciences, as well as from mathematics itself.

Statistical analyses of experimental results taken from other subject areas are also acceptable, provided that they focus on the modelling process and discuss the limitations of the results; such essays should not include extensive non-mathematical detail.

A topic selected from the history of mathematics may also be appropriate, provided that a clear line of mathematical development is demonstrated. Concentration on the lives of, or personal rivalries between, mathematicians would be irrelevant and would not score highly on the assessment criteria.

It should be noted that the assessment criteria give credit for the nature of the investigation and for the extent that reasoned arguments are applied to an appropriate research question.

Students should avoid choosing a topic that gives rise to a trivial research question or one that is not sufficiently focused to allow appropriate treatment within the requirements of the EE.

Students will normally be expected either to extend their knowledge beyond that encountered in the Diploma Programme mathematics course they are studying or to apply techniques used in their mathematics course to modelling in an appropriately chosen topic.

However, it is very important to remember that it is an essay that is being written, not a research paper for a journal of advanced mathematics, and no result, however impressive, should be quoted without evidence of the student’s real understanding of it.

Whatever the title of the EE, students must apply good mathematical practice that is relevant to the chosen topic, including:

• data analysed using appropriate techniques
• arguments correctly reasoned
• situations modelled using correct methodology
• problems clearly stated and techniques at the correct level of sophistication applied to their solution.

Students must be advised that mathematical research is a long-term and open-ended exploration of a set of related mathematical problems that are based on personal observations. The answers to these problems connect to and build upon each other over time.

Students’ research should be guided by analysis of primary and secondary sources.

A primary source for research in mathematics involves:

• data-gathering
• visualization
• abstraction
• conjecturing

A secondary source of research refers to a comprehensive review of scholarly work, including books, journal articles or essays in an edited collection.

A literature review for mathematics might not be as extensive as in other subjects, but students are expected to demonstrate their knowledge and understanding of the mathematics they are using in the context of the broader discipline, for example how the mathematics they are using has been applied before, or in a different area to the one they are investigating.

Writing the essay

Throughout the EE students should communicate mathematically:

• describing their way of thinking
• writing definitions and conjectures
• using symbols, theorems, graphs and diagrams
• justifying their conclusions.

There must be sufficient explanation and commentary throughout the essay to ensure that the reader does not lose sight of its purpose in a mass of mathematical symbols, formulas and analysis.

The unique disciplines of mathematics must be respected throughout. Relevant graphs and diagrams are often important and should be incorporated in the body of the essay, not relegated to an appendix. However, lengthy printouts, tables of results and computer programs should not be allowed to interrupt the development of the essay, and should appear separately as footnotes or in an appendix. Proofs of key results may be included, but proofs of standard results should be either omitted or, if they illustrate an important point, included in an appendix.

Researching and writing their EE allows students to gain a deeper understanding of music. A simple analysis of a piece of music is not enough. Students must also develop critical arguments with the aim of gaining deeper insights into, for example, musical contexts or theory.

Their choice of topic must therefore give them scope to do this.

This list is not exhaustive, but is intended for guidance and inspiration.

• The Diploma Programme music course
• Performances or concerts
• Musical cultures students have encountered within their own experience
• Personal contact with composers or performers
• Direct involvement in the making of music
• Recordings (distributed in various forms)
• Other music that has a particular interest, emotional appeal or specific importance for the student

Musical analysis is the starting point of the investigation, but it is not sufficient for completing the essay successfully. Students are also expected to place their analysis in context:

• to relate their findings to the wider field of music and
• if possible, to add their own creative perspective.

Throughout the EE, their arguments must be supported by findings from their research.

At the beginning of the EE, students should:

• clearly state their research question
• outline their methodology for answering it.

Research methodology

Musical analysis is the starting point for the research and data collection. This may involve the study of a score or recording. Through their analysis, students identify musical elements and compositional devices and how these have been used.

Primary sources of information for students’ initial analysis include:

• observation
• interviews with performers
• questionnaires or surveys.

Students should also consider the “bigger” picture. Typical questions may start with “Why?”, for example:

• Why has the composer made specific musical decisions?
• Why are specific combinations more effective than others?
• Why does a piece of music work in one context but not in another?

Students may also want to discuss:

• performance conventions and interpretations of the piece
• influences on the piece or its genre
• the importance of the piece in its time.

To inform their explanation and interpretation of their chosen piece of music, students should explore what others have said about:

• the piece of music itself
• its musical context or
• other music of the same genre and style.

Sources for this include:

• books about music
• academic music journals
• the internet.

The EE should not be based exclusively on material from textbooks, scripts or the internet.

When choosing their topic, students must ensure that they will have access to a sufficient range of relevant and appropriate sources. If it becomes clear at an early stage in the research that too few sources are available, students should change their topic.

Developing an argument

Ultimately, students’ analysis needs to lead them to formulate a reasoned argument. These questions may help them to do this:

• What are the conclusions and impacts of this investigation?
• What do the results and findings tell us about the field of music?
• What are the lessons learned from the musical analysis of this composition?
• How does it affect other musicians, or my composing and performing studies?

Their conclusion(s) should cover some or all of the following:

• what they have learned from their analysis
• how it fits into the field of research concerning the topic
• any shortcomings of the study and questions that arose but remain unanswered.

To further refine the focus of their topic, students can follow their topic and research question with a statement outlining the research approach they will take to answer it.

The topic should be a challenge for the student without being over-specialized. It should use the knowledge gained in the physics course to answer a research question that goes beyond the course content. The question must not be trivial in nature.

Inappropriate topics

Topics that require theory that is beyond the grasp of the student should be discouraged. Students should avoid broad or complex topics beyond the scope of the EE, such as investigations into quantum computers or black holes.

Methods of approach

Students can choose to answer their research question with an essay based solely on theory or one based on data and theory.

If their essay is data based, students can choose to collect their own primary data or use secondary data that has already been collected elsewhere.

Students should consider the reliability of both primary and secondary sources at the start of the planning stage. Students must critically evaluate secondary data and the design of the experiment(s) by which they were collected with the same care that they would their own.

Importance of theory

Every EE in physics will involve applying relevant theory to the topic selected. Students must ground any experimental work in good background research from existing sources of information.

Before embarking on experimental work, students must first ensure that there is scope to explore and model the physics that underpins it. A purely empirical investigation that relates a number of variables in the absence of any theoretical foundation is never satisfactory.

For example, in an investigation relating the index of refraction of a salt solution to its concentration, the student must model the physics relating the index to the concentration.

Using secondary data

Students using data collected elsewhere can access all the assessment criteria and achieve the highest marks. For example, they can obtain astronomical data from databases and manipulate it in order to contribute to a research question that looks for the evidence of extrasolar planets.

Ideally, students will manipulate or analyse this secondary data in an original way. Essays that simply restate facts or data taken directly from the sources are of little value. The element of personal analysis and evaluation is extremely important.

Collecting primary data

Students should choose experiments that do not require extensive lengths of time for the construction of apparatus. Highly sophisticated instruments are rarely required and can hinder the understanding of a phenomenon. Some of the best EEs have been written by students investigating relatively simple phenomena using standard school apparatus, and this approach is to be encouraged.

Students must give a clear and concise description of their experimental procedure so that it can be repeated by others. This will normally involve clearly annotated scientific diagrams. Exhaustive lists of equipment and detailed descriptions of procedures should be avoided.

Theoretical essays

Theoretical essays offer students the challenge of exploring existing material in a new way. This may mean applying the theories and techniques of physics to an unconventional area.

Students may be tempted to incorporate mathematics or computer science, but they must ensure that the focus of the analysis and evaluation is on the discipline of physics.

Where computer programs are used and analysed from a physics perspective, they should be placed in the appendix. Each line of code of a program fragment included in the body of the essay will count as two words towards the word limit.

Theatre is composite in nature. Students may therefore take an interdisciplinary approach in their research, so long as their topic is firmly rooted in the subject of theatre. The essay topic may relate to an area of the Diploma Programme theatre course, but students can also choose to explore other areas of the subject. Crucially, the topic must reflect their particular interest and enthusiasm within theatre.

Students can opt to compare two or more theatrical practices, but students should be careful to ensure that their comparisons are valid and the product of sensitive and objective analysis.

Once they have chosen their topic, students must frame a focused research question.

It is the task of the supervisor to ensure that the question:

• can be answered using theatrical sources available to the student
• will encourage and enable the student to apply theatrical concepts, theories or ideas.

The question’s scope should not be too broad as such essays are rarely successful. The best research questions encourage analysis in depth rather than breadth.

The EE’s emphasis should always be on:

• written analysis, interpretation, evaluation
• the construction and development of a sound argument.

Research plan and methodology

When they have established their topic and research question, students should then make a research plan. The plan should be flexible enough to allow them to explore their topic in a creative manner. Students should not be afraid to take risks during the research process: originality is encouraged, as is using a variety of research models.

It is vital that students’ methodology:

• is tailored to the research question
• allows for an in-depth exploration.

Their personal involvement in the EE is also crucial.

Students are encouraged to use both primary and secondary sources.

Primary sources of information can include:

• productions of plays
• sketches, drawings, pictures, plans, photographs
• reviews of a landmark production
• interviews with playwrights, directors, actors, etc
• drama workshops or exercises
• audio or video recordings.

Audio and video recordings or hyperlinks to videos online cannot be submitted as part of the EE. If students include visual material within the EE, it should further or illustrate their argument rather than be merely decorative. See Use of illustrative material, criterion D

A good essay will always include a bibliography of high-quality research sources. These give students scope for the in-depth analysis that characterizes the best pieces of work.

Their reading will enable them to:

• establish the wider theatrical context for their research question early in the essay
• support their argument throughout the essay.

Secondary sources of information can include:

• academic journals
• the internet

Students should not rely exclusively on textbooks and websites for their secondary sources—they must read more widely.

Relationship between theory and practice

Students can choose to undertake practical, applied research, but it is not a requirement.

Students can choose to base their EE exclusively on their reading and explore a topic at a purely theoretical level. However, their EE must connect the theory with theatrical practice. The research outcome should always include a practical dimension.

Students should avoid taking a narrow literary approach. For example, an essay exploring the use of fans in Restoration comedy must include a discussion of how a particular production interpreted the convention.

The title of the essay should clearly indicate its main aims and objectives.

The EE topic may relate to an area of the Diploma Programme visual arts course, but students can also choose to explore other areas of the subject. Crucially, the topic must reflect their particular interest and enthusiasm within the visual arts.

• the student’s own art-making processes and resolved pieces
• the student’s visual arts journal.

Topics to avoid

• A topic that a student can answer by summarizing general secondary sources, such as universal art history textbooks and encyclopedias.
• A topic that is likely to lead to an EE that is essentially narrative or descriptive in nature, such as one that covers many aspects of art history or particularly long periods of time.
• Biographical studies of artists—unless they address a specific research question so that the student can arrive at a particular, and preferably personal, conclusion.

Visual arts and other subjects

The topic must relate directly to the visual arts. Students may find that they need to submit their essay under another subject. For example:

• Essays on “green” architecture that focus on technology rather than esthetic considerations would be better submitted under environmental systems and societies.
• Essays about film that do not focus on the visual aspects probably belong under film studies.

Once they have their research question, students should make a research plan. The plan should be flexible enough to allow the students to explore the topic in a creative manner. They should not be afraid to take risks throughout the research process: originality is encouraged, as is the use of a number of different research models.

It is vital that the methodology of the EE is tailored to the research question and allows for an in-depth exploration.

Many different approaches to the research question can be appropriate, for instance:

• use of primary sources (artworks and artists) and secondary sources (material about the visual arts) in order to establish and appraise varying interpretations
• analysing secondary sources in order to explore and explain particular aspects of the visual arts
• using primary source material for analysis, with emphasis on a particular aspect of visual arts
• collecting and analysing reproductions of artworks, possibly leading to a comparison of similar or different images.

Students should also demonstrate awareness of other issues surrounding the artworks studied.

• Do I show an awareness of the value and limitations of the art I am studying through analysing its origin and purpose?
• Do I show a consistently good artistic understanding in setting the research question into context and addressing it fully and effectively?

Relevant outcomes of this analysis should be integrated into a well-substantiated argument.

• With what evidence do I support my comments and conclusions?
• Is this evidence relevant and well founded, and not based simply on my preconceptions?

The emphasis of the EE should always be on written analysis, interpretation, evaluation and the construction and development of a sound argument.

Visual reference material

The inclusion and discussion of appropriate visual reference material is mandatory. Such material must, however, be directly supportive of, and relevant to, the analysis or argument. Images should be appropriately presented and acknowledged and should appear in the body of the essay, as close as possible to the first reference.

In order to promote personal involvement in the EE, the use of local and primary sources should be encouraged wherever possible. Where students do not have access to primary sources they may rely on high-quality reproductions or images of sources.

Students are expected to evaluate critically the resources consulted during the process of writing the EE by asking themselves the following questions.

• Which sources are vital to the support of my ideas, opinions and assertions?
• Which sources do not contribute to the analysis?

Finally, an EE in visual arts is a formal essay, so students must pay careful attention to the requirements of the assessment criteria. Frequent reference to the assessment criteria by both the supervisor and the student will help keep a sharper focus on the project.

Many topics are potentially suitable for a world studies EE. The chosen topic must:

• address an issue of global significance
• invite an interdisciplinary approach.

The most successful topics reveal connections between specific or local places, people, phenomena or experiences and the larger global framework in which they take place.

Topics must invite a critical examination of the issue in light of relevant theories, methods and arguments in two subjects.

When choosing a topic, students should remember that it must encourage analysis and evaluation rather than description, unsupported generalizations and value judgments.

Students should craft a specific research question that is:

• interesting to them
• challenging
• sufficiently narrow to allow them to examine an issue in depth
• manageable within 4,000 words.

The question should also require the student to collect or generate information and/or data for analysis and evaluation.

Local case study

The local case study can have a number of functions:

• It may illustrate a local manifestation of the issues of global importance.
• It may offer an opportunity to explore the complexities of the issue in a manageable way.
• It may document “best practices” and offer lessons beyond the local focus.

Occasionally, students may choose to compare two local manifestations or examples from different contexts.

Subject knowledge

It is expected that students will have a good grounding in at least one of the Diploma Programme subjects used in the EE.

If they are unfamiliar with a discipline used, they must access its syllabus so that they can identify the concepts, terminology and modes of thinking required for their EE. (Many IB syllabuses contain lists of key concepts.)

Important note on using studies in language and literature or language acquisition

If a student wishes to use studies in language and literature or language acquisition as one of the subject areas to explore their contemporary global issue then this should be done from either the perspective of literature or language. When indicating which subjects have been used, students only need to indicate: literature and psychology or language and film .

Given that world studies extended essays may only be submitted in English, French or Spanish if a student wishes to use language as one of their disciplines for exploring a global issue then they must do so in the context of how the language may affect an understanding of that global issue. For example, they may be interested in exploring attitudes to refugees in Germany and choose to examine how the German language may influence perceptions using newspaper reports, etc. The essay however, will be written in English.

The student’s supervisor should be qualified to give advice in at least one of the subjects used by the student. If other subjects are touched upon in the essay and there are appropriate specialists available in the school, students are encouraged to consult them about research, concepts and approaches.

However, each student must only have one main supervisor who takes on the role as outlined in the introduction to this guide.

Researcher’s reflection space

The researcher’s reflection space (RRS) is strongly recommended as part of the world studies EE process. It provides a space for candid reflection on the issue being studied and how it relates to a student’s own world view, values and aspirations as global citizens.

The RRS gives students an opportunity to reflect on their work and its progress and reversals in personally meaningful ways. It can take the form of a notebook or a blog.

It is created by students to:

• record notes on their readings
• gather topic-related media clips
• paste selected and marked readings
• reflect upon interviews, data and emerging findings.

Most importantly, it is a space where students can reflect candidly upon their own views and lifestyles, feelings, values, aspirations and commitments as global citizens in relation to the topic under study.

The world studies EE offers an opportunity for students to develop their global consciousness. The RRS is the place where particular moments of such development are documented, enabling students to reflect upon and deepen their personal connections to the problems under study and gain an insight into whether, or how, learning about contemporary world issues informs their values, beliefs or commitments in this key phase of their lives. The best examples of RRS exhibit students’ ongoing realization and reflection upon who they are as local, regional and global actors.

The RRS is a document for the student. Students may choose to share a section of the space with their teachers in preparation for a meeting. Supervisors may assign focused reflection tasks for students to include in their space but, fundamentally, this is a student-led space to be owned by the students.

It is intended that a well-planned RRS should arise naturally out of the research process and should not involve any extra work.

Before providing examples of typical world studies EE layouts for guidance, it is worth considering some pitfalls to avoid. These include essays that:

• rely on basic information from the internet and everyday common sense rather than employing concepts, theories and findings from Diploma Programme subjects
• merely juxtapose theories, methods and findings from different subjects without any attempt to show how they come together to address the topic in a new or compelling way
• do not make clear the underlying Diploma Programme subjects or justify the subjects chosen
• do not give a strong sense of why the inquiry is important and how it links with a global issue but merely offer a description of the problem under study
• define the problem too broadly, given the 4,000-word limit for the essay, and therefore offer a superficial account.

The examples of world studies EEs below are intended as guidance only. They illustrate that multifaceted questions should be encouraged rather than broad ones.

In each case the essay title provides a sharp focus on an issue of global significance. The research question further articulates the focus of the study.

• Support Sites

Extended Essay Support Site

Assessment criteria, criterion a: focus and method.

• To what extent is the topic of the essay communicated effectively?
• To what extent is the research question clearly stated and focused?
• To what extent is the methodology of teh research complete?

Criterion B: Knowledge and understanding

• To what extent does the essay show knowledge and understanding?
• To what extent is the use of concepts and terminology clear and appropriate?

Criterion C: Critical thinking

Note: If the topic or research question is inappropriate for the subject, candidates will not be awarded more than 3 marks for Criterion C.

• To what extent is the research appropriate to the research question and its application relevant to the argument?
• To what extent is the research analysed and focused on the research question ?
• To what extent are conclusions drawn from evidence?
• To what extent is a reasoned argument developed from the research with a conclusion that is drawn from the evidence?
• To what extent is a reasoned argument structured and coherent?
• To what extent has the research been critically evaluated?

Criterion D: Presentation

• To what extent does the structure of the essay lend itself to the topic, subject and argument?
• To what extent is the layout correct?
• To what extent do the structure and layout support the reading, understanding and evaluation of the essay?

Criterion E: Engagement

• To what extent does the RPPF show reflection on decision making and planning?
• To what extent does the RPPF show personal engagement with the focus and process of research?

Are you looking for an EE checklist? Before you explore the one on this Support Site, try to make your own. The best checklists are based on the assessment criteria. Study the criteria above to make your own EE checklist.

Extended Essay: Extended Essay

• Extended Essay

ASK ICSZ Secondary Library about the EXTENDED ESSAY!

• Extended Essay-The Basics
• 1.Read key EE documents
• 2.Record your thoughts@RRS
• 3.Choose Subject & Supervisor
• 4.Formulate a Topic
• 5.Formulate a Research Question
• 6.Identify Sources
• 7.Plan a Research Outline
• 8.Decide on Reference Style
• 9.Commence research/reading
• 10.Writing your Essay
• Presentation
• Extended Essay Exemplars
• Student's Role
• Supervisor's Role
• Online Courses for EE Preparation

Extended Essay The E xtended Essay  (EE) is a mandatory core component of the IB Diploma Programme. It is a research paper of up to 4,000 words giving students an opportunity to conduct independent research or investigation on a topic that demonstrates their passion, enthusiasm, intellectual initiative and/or creative approach for their chosen topic. Like the  theory of knowledge  (ToK) essay, ToK presentation, and participation in the CAS (creativity, activity, service) activities, submitting an extended essay is a prerequisite to award of the Diploma.

Common EE terminologies

• Topic:  The topic of the extended essay is the subject, issue or theme that you are investigating within a specific DP subject or world studies area of study. 
• Title:   A title of an EE is a clear, summative statement that specifically focuses the topic being researched. It appears on the title page. 
• Research Question (RQ):  A research question is a clear and focused question  centred  on a research topic. It derives from the title and is expressed as a question that is intended to be answered through researching and writing the EE (IB EE guide, pp. 74-75). 
• Check-in sessions:  Informal short meeting with a supervisor for about 10 minutes to discuss a timeline or clarification of a comment made by the supervisor (IB EE guide, p. 58).
• Reflection sessions: These are the mandatory sessions that must be recorded  on  the Reflections on planning and progress form ( RPPF ). IB recommended that these sessions last 20–30 minutes (IB EE guide, p. 58).
• RRS:  The RRS is a personal learning environment that can be either a physical or virtual support tool.  It is like a daily diary or research or process journal in MYP Personal Project. 
• RPPF:  Reflections on planning and progress form is known as RPPF of which candidates write their formal reflections. Completing the Reflections on planning and progress form (RPPF) is a requirement for the submission of the extended essay. Note that the maximum total word limit for the three reflections on the RPPF is 500 and it must be completed in the language of the student’s extended essay submission. At ICS, candidates are encouraged to record their formal reflections on ManageBac. 
• Supervisor: An appropriately qualified member of staff within the school which should be guided through the process of EE. 

What is the significance of the extended essay?

Ultimately, the point of the EE is to prepare you in a very practical, hands-on way for research and academic writing at college or university. In addition, it is   an opportunity for students to investigate a topic of special interest to them, which is also related to one of the student’s six DP subjects.

Through the research process for the extended essay, students develop skills in:

• formulating an appropriate research question
• engaging in a personal exploration of the  topic
• communicating ideas
• developing an argument.

To sum, participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.  An extended essay can also be undertaken in  world studies , where students carry out an in-depth interdisciplinary study of an issue of contemporary global significance, across two IB diploma disciplines. For more information, see pages 360-369 in the Extended Essay Guide .

Further Information is on the IBO  website

To determine the EE subject and topic, educate yourself with the following materials: 

• IB Extended Essay website
• IB Extended Essay guide ( pdf )
• The EE assessment criteria
• Relevant subject-specific guide from the IB EE guide
• Extended Essay exemplars 
• Academic honesty and required citation and referencing styles
• The IB's ethical guidelines and other associated policies where relevant, such as those relating to animal experiments
• Studies in language and literature (1)
• Studies in language and literature (2)
• History  (1)
• History  (2)
• Mathematics
• World studies

Tips on choosing a supervisor...

Tip #1: Choose a supervisor who is familiar with your topic 

If you are not certain of who you would like to be your advisor, I would start by creating a list of your top three choices.  Next, create a list of pros and cons (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher, and we get along really well, but he teaches English, and I want to conduct an experiment to compare the efficiency of American Hybrid Cars to Foreign Hybrid Cars. Ms. White teaches Physics, I had her a year ago, and she liked me. She could help me design my experiment. I am going to ask Ms. White! 

Do NOT just ask your favorite teacher to be your advisor.  They may be a hindrance to you if they teach another subject. I would not suggest asking your Biology teacher to guide you in writing your English EE.

EXCEPTION:  If you have a teacher who is passionate and knowledgeable about your topic (as my English teacher was about my Theater topic), you can ask that instructor. Consider all of your options first before you do. There was no theater teacher at my school, so I could not find a theater-specific advisor, but I chose the next best thing.

Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form.  Make sure you ask your IB coordinator if there is any required paperwork. IBO does not require any paperwork. If your school needs a Form signed, make sure you bring it with you when you ask a teacher to be your EE advisor. 

Tip #2: Choose a supervisor who will push you to be your best

Some teachers may just take on students because they have to and may not be passionate about reading drafts and may not give you a lot of feedback.  Choose a teacher who will take the time to read several drafts and give you extensive notes.  I would not have gotten my A without being pushed to make the draft better.

Ask a teacher that you have experience with through class or an extracurricular activity.  Do not ask a teacher that you have no connection to; a teacher who does not know you is unlikely to push you. 

Note:  The IBO only allows advisors to suggest improvements to the EE, but they may not be engaged in writing the EE. The IBO recommends that the supervisor spends approximately 3-5 hours in total with the candidate discussing the EE.

Source: PrepScholar, available at https://blog.prepscholar.com/complete-guide-to-ib-extended-essay-tips-grading-guideline-and-sample-essays 

After choosing the subject for your extended essay, the next step in the research process is to define what your research is going to focus on - the topic.

At this stage you need to explore:

• What are your personal interests?
• what are my possible topics?
• what do I know about those topics?
• which words would be good search terms and keywords?
• What speakers have you heard that were interesting?
• What novels are you reading?
• What is in your CAS portfolio?
• What scientific experiments have you heard of that interest you?
• Are there any historical events that have caught your imagination?
• Are there any innovations, phenomena or theorems you have heard of lately?

Your research topic:

• Must  fall into  one  of the approved IB categories
• Must   NOT  be from a TOK subject area
• Should  be an area in which there is data and material to support your research
• Should  be manageable  with 4,000 words within  40 hours of work.  

Tips to choose a research topic:

• Preliminary reading of academic journals and reputable scholarly e-resources, e.g. conference papers, essays, book chapters or journal articles (school librarian can advise on this).
• Read the local newspaper/magazine and identify any issues that interest you!
• Do conversations with teachers, fellow students and librarians.

Details tips on how to choose a Research Topic

• Find a subject area that interests and challenges you. You might have studied a certain topic in class that you would like to research further or you may be able to research and write about something you are particularly interested in. Writing about what you know can help you throughout the entire researching and writing process.
• If you are having trouble finding a suitable topic that interests you, read through some current newspapers and magazines or you may search online. You might find a news story or a subject area that you would like to research further.
• You can also use the  Questia Topic Finder  listing to help select your topic. You can also use  Questia Topic Generator .
• Once you have chosen a topic, decide whether you need to narrow or broaden its focus. If your topic is too broad, you might become overwhelmed by the number of resources available on the subject and your research paper may prove almost impossible to write. On the other hand, if your topic is too narrow, you might have trouble finding resources and your paper might not be long enough. For example, writing about the Internet is too broad. Writing about publishing on the Internet is narrower. Writing about one document published on the Internet might be too narrow!
• Ask yourself some questions about the topic. These questions will help you to focus on a certain issue or problem. One of these questions will form your research question, which your thesis statement will answer. For example, if you chose to write about publishing on the Internet, your research question might be “Has the fact that it is so easy to publish on the Internet made it difficult for students to find reliable information?”

[Developing a Topic video by Oregon School Library Information System]

[“Writing a Research Paper.” World News Digest. Infobase Learning, n.d. Web. 15 Feb. 2017. ]

The research question (RQ) derives from the title and is expressed as a question that is intended to be answered through researching and writing the EE. It appears on the title page and could also be visible as a header throughout the essay. It should: 

• be clear and focused 

• provide a path through which you can undertake achievable research 

• use keywords that connect with the topic, the title, and the DP subject or world studies area of study 

• support the development of an argument

Qualities of a good research question:

1. Cannot Google the answer!

2. It should be broad enough to explore (40 hours) and narrow enough to be manageable (4000 words)

3. It does not repeat what is already known

4. It adds value to the existing knowledge

5. It expands on existing knowledge or frames it in a new context

Sample Research Questions 

Five steps to developing a research question 

1. Choose a topic within a subject that is of interest

2. Carry out preliminary reading.

• what has already been written about this topic?
• was it easy to find sources of information?
• is there a range of different sources available?
• is there a range of views or perspectives on the topic?
• what  interesting questions have started to emerge from this reading? 

3. Consider the emerging questions

•  These questions will usually be framed using the terms “how”, “why” or “to what extent”.

4. Evaluate the question

• Clear: Will the reader understand the nature of my research? Will it direct the research being undertaken?
• Focused: Will the research question be specific enough to allow for exploration within the scope of the task (that is, the number of words and time available)?
• Arguable : Does the research question allow for analysis, evaluation and the development of a reasoned argument?

5. Consider research outcomes

• suggesting possible outcomes of the research
• outlining the kind of argument they might make and how the research might support this
• considering options if the research available is not sufficient to support a sustained argument

Note: Sometimes students may need to revise their research question; therefore, a research question should always be considered provisional until they have enough research data to make a reasoned argument. 

The following video and pictorial presentations may guide you on how to formulate a research question: 

Lekanides , Kosta . Extended Essay Course Book: Oxford IB Diploma Programme . OUP, 2016.

Working on a specific area of research and engaging with different sources of information and data, you may expose to different and new perspectives on issues and topics. At this stage, you need to construct a r esource  Plan,  identifying  all the  resources  needed to complete the essay. You should also produce a schedule indicating when  each resource  will be used and note any assumptions and constraints made during the  resource  planning process.   IB suggested that students should use both primary and secondary sources for their research. However, students should use secondary data as the basis of their EE, supported where appropriate by primary research. The sole use of secondary sources is permitted and will allow students access to all levels of the EE assessment criteria (IB EEG, p.146). 

Primary vs Secondary Sources

Whether conducting research in the social sciences, humanities (especially history), arts, or natural sciences, the ability to distinguish between  primary  and  secondary source material  is essential. 

Note:  Often secondary and primary sources are relative concepts.  Typical secondary sources may be primary sources depending on the research topic.

• Intellectual history topics For example, although scholarly journal articles are usually considered secondary sources, if one's topic is the history of human rights, then journal articles on human rights will be primary sources in this instance.  Similarly, research on the thinking of a scholar will include her published journal articles as primary sources.  
• Historical topics Magazine articles are secondary sources, but for someone researching the view of judicial punishment in the 1920s, magazines from that time period are primary sources.  Indeed, any older publication, such as those prior to the 20th century, is very often automatically considered a primary source.  
• Newspapers may be either primary or secondary Most articles in newspapers are secondary, but reporters may be considered as witnesses to an event.  Any topic on the media coverage of an event or phenomenon would treat newspapers as a primary source.  There are so many articles and types of articles in newspapers that they can often be considered both primary and secondary.

How can I find and identify scholarly sources/resources?

Not very easy! but following some strategies/ methods, one can justify the scholarly resources. The following presentation may guide you on how to search and justify scholarly resources online!

Subscribed Dat abases at ICS, Zurich

Open Access Dat abases at ICS, Zurich

These are highly recommended Open Access databases. To search your desired resource click on the selected database and explore…

DOAJ (Directory of Open Access Journals)

ScholarWorks (Indiana University)

HighWire (Stanford University)

BASE ( Bielefeld University Library, Germany)

Google Scholar

IB Research Database

Digital Common Networks

World Digital Library

CORE (Open Access Research Papers) 

FreeFullpdf

List of Digitized Magazines

It is recommended that the student sends their supervisor an outline of their research proposal ahead of the meeting in order to give the supervisor the opportunity to review their work. Therefore, plan a Research Outline is crucial for the EE...

• The outline serves as a type of roadmap for your research project. It lists in order each of the main points you wish to argue in your paper. As you write your paper, it will serve as a reminder of the points you want to make and will help you avoid writing about irrelevant information.
• Begin by reading through your notes. Then write your * thesis statement at the top of the page. Underneath the statement, write down each of the main points you want to make in your paper (leave some space between each point). Underneath each point, write down about three facts or pieces of information that support that point.
• Examine the outline. Could some related points be grouped together? Do any of your points appear to be weak? If so, you may need to conduct some extra research on that point. Do the points support your thesis statement? If they do not, you may need to revise your statement.
• Decide the order in which your points will be argued. Arrange your points in the way that best fits your research paper. Remember to include a sentence at the end of each point that shows how the point and facts or pieces of information support your thesis statement.

Steps to creating an outline

• Organize your notes and research to group similar material together.
• Review your thesis statement - is it still what you want to say? If not, change it.
• Identify the main points of your arguments that support your thesis.
• Identify the ideas that support your main points.
• Match your research to your points.
• Order your ideas in a logical flow.
• Identify where you need more research, where your thoughts need more development, and where you have the information that is no longer needed.

*Your thesis statement is the foundation of your research paper and is an answer to the research question that you formulated. Your thesis statement is not the title of your paper; it is a single sentence that summarizes the argument you intend to make or the point you want to prove throughout your paper.

Students should use their chosen style of academic referencing as soon as they start writing. That way they are less likely to forget to include a citation. It is also easier than trying to add references at a later stage. Regardless of the reference style adopted by the student/school for a given subject, it is expected that the minimum information given includes (IB EEG, p.81):

• name of author

• date of publication

• title of source

• page numbers as applicable

• date of access (electronic sources)

Please, educate yourself with the IB Effective citing and referencing documents !

What to Cite and How to Cite

For the In-text citation and bibliography, follow the minimum requirements as summarized in this presentation. 

More resources

• ICS, Zurich MLA style guide

Commence Reading

It is important to adapt how you read to suit the material and your purpose for reading. Depending on what you are reading and why, you will find some of the following strategies useful. The following are the effective reading strategies adapted from Charles Darwin University: 

Skimming  ( click and scroll down)

Keyword Spotting@Key information

Analytical Reading

Critical Reading

Reading Difficult Texts

Commence Research

If you are undertaking an Extended Essay  on  any subject you are required to complete some research. Research generally involves two different types: primary and secondary research.  Once students have identified their topic and written their research question, they can decide how to research their answer.  Consider your research goals, and whether they can be met by secondary research, or require primary research. The definition of “research” and terms such as “primary data” and “secondary data” varies from subject to subject. In some subjects, students must use both primary and secondary data. In others, students may, or even must, rely exclusively on secondary data.

Primary vs Secondary Research

 Considering the complexity of research, all students must carry out secondary research in terms of a literature review for their topic (IB, EEG, p. 111).  The purpose of secondary research is to: 

• provide context for your own area of research within its wider discipline and/or issue
• give you ideas for refining your proposed research topic and/or question
• give you evidence of why your research is worthy of investigation
• provide material you can use when you analyze and evaluate your research data

How to Conduct an Effective Research?

Use of Scholarly resources

It is also important that you consult relevant and reliable scholarly and peer-reviewed sources in your research. You need to evaluate all the sources that you use for your secondary research. The authority and credibility evident in scholarly sources will improve the quality of your paper or research project. Moreover, the use of scholarly sources is an expected attribute of academic coursework.

How can I tell if a source is scholarly?

Not very easy but following some strategies/ methods such as ABCDE, CRAAP, CRAB methods, one can justify the scholarly resources. The following presentation may guide you on how to search and justify scholarly resources online!

Research Skills Guide: Brought to you by...

Oregon School Library Information System@  Learn how to do Research 

State Library of Victoria@  Research Skills

Kentucky Virtual Library@ How to do Research

Writing the extended essay

The structure of the essay is very important. It helps students to organize the argument, making the best use of the evidence collected. Six required elements of the extended essay:

Title page Contents page Introduction Body of the essay Conclusion References and bibliography

Integrate others' ideas through Paraphrasing, Summarizing and Quieting

In academic writing, we have to incorporate other ideas and research findings to our research. Now the question is how do we do that? Quoting, paraphrasing and summarizing are the three main ways of integrating others’ ideas in your academic work.

Writing Tips: Brought to you by...

Purdue University-OWL@ Academic Writing

Cambridge Rindge & Latin School@  Writing an Introduction  

Cambridge  Rindge  & Latin School@  Writing a Conclusion

Plagiarism Tutorials: Brought to you by...

University of Sydney Library

Vaughan Memorial Library

Plagiarism Quizzes: B rought to you by...

Turnitin 

Staffordshire University

You are highly encouraged to read the document "How to Write a Research Paper" at Research Guide . <https://icsz.libapps.com/libguides/admin_c.php?g=664309&p=4700645>

The length of the extended essay

The extended essay should be written in a clear, correct and formal academic style, appropriate to the subject from which the topic is drawn. Given that the extended essay is a formally written research paper, it should strive to maintain a professional, academic look.

To help achieve this, the following formatting is suggested:

• the use of 12-point, readable font

• double spacing

• page numbering

• no candidate or school name on the title page or page headers

• the  essay should be a maximum of 4 000 words (the examiner won’t read anything past this cut off point!)

• the file size must not be more than 10 MB.

Note that the RPPF is uploaded separately and is not part of the overall file size of the essay!

Word counts

The upper limit is 4,000 words for all extended essays. Examiners are instructed not to read or assess any material in excess of the word limit. Please refer to the following guidance on what content should be included in the word count (IB EEG, pp. 82-83): 

Exception:  Students writing their extended essay in Japanese or Chinese should use the following conversions:

• Japanese: 1 word = approximately 2 Japanese characters (upper limit 8,000 characters)

• Chinese: 1 word = approximately 1.2 Chinese characters (upper limit 4,800 characters) 

• Sample EE from IB

There are two types of assessment identified by the IB:

• Formative assessment informs both teaching and learning. It is concerned with providing accurate and helpful feedback to students and teachers on the kind of learning taking place and the nature of students’ strengths and weaknesses in order to help develop students’ understanding and capabilities. Formative assessment can also help to improve teaching quality, as it can provide information to monitor progress towards meeting the course aims and objectives.

• Summative assessment gives an overview of previous learning and is concerned with measuring student achievement. 

Assessment of the extended essay is a combination of formative assessment (the Reflections on planning and progress form) and summative assessment (the extended essay itself). However, generic assessment criteria are used with subject-specific interpretations. 

What are the criteria to assess the Extended Essay?

There are five (A-E) criterion to assess the EE and each criterion is organized at three levels of information. Firstly, the  markband , which relates to the mark range available; secondly,  the strand , which relates to what is being assessed; and, thirdly,  the indicators , which are the demonstration of the strands within a markband.

Criterion A: Focus and method –  This criterion focuses on the topic, the research question and the methodology. Criterion B: Knowledge and understanding –  This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question. Criterion C: Critical thinking –  This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the research undertaken. Criterion D: Presentation –  This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this aids effective communication. Criterion E: Engagement –  This criterion assesses the student’s engagement with their research focus and the research process.

Overview of the Criteria

How is the Extended Essay assessed? All extended essays are externally assessed by examiners appointed by the IB. They are marked on a scale from 0 to 34. The score a student receives relates to a band. The bands are:

• A – work of an excellent standard.
• B – work of a good standard.
• C –work of a satisfactory standard.
• D – work of a mediocre standard.
• E – work of an elementary standard.

As the extended essay is an important component of the Diploma Programme, and a substantial piece of work, students need to ensure that they understand the expectations of the task and manage their time and workload effectively. The following suggestions are given as guidance to help with the process.

Students are strongly recommended to: 

• develop a Researcher’s reflection space as a planning tool

• use the Researcher’s reflection space to prepare for reflection sessions

• share excerpts from the Researcher’s reflection space with the supervisor during the reflection sessions

• choose a subject, followed by a topic, and then think carefully about the research question for their essay

• plan how, when and where they will find material and sources for their essay before deciding on the final topic and research question

• plan a schedule for both the researching and writing of their extended essay, including extra time for delays and unforeseen problems

• record sources as their research progress using their Researcher’s reflection space rather than trying to reconstruct a list at the end

• make the most of their supervision and reflection sessions by arriving prepared to discuss their work

• have a clear structure for the essay before beginning to write

• check and proofread the final version of their extended essay

• make sure that the version they submit for assessment is the final version with all sources correctly and consistently referenced

• ensure that all requirements are met

Adapted from IB EE Guide, pp.48-49.

At ICS, Zurich students are required to:

• Observe the regulations related to the EE
• write 3 Reflections (150+150+200) on ManageBac
• meet internal school deadlines
• treat your supervisor/ EE coordinator  appropriately according to IBO guidelines
• read EE Libgides for EE direction or consult with the responsible  Teacher-Librarians
• attend the DP Core Lessons & EE Sessions

Supervisor's support: 

You should think of your EE supervisor as a resource for general feedback, but do not rely on them to hold your hand through this process. You must take the initiative on all fronts, from choosing your subject to writing a plan and setting internal deadlines for yourself so that you can meet school deadlines! You will edit your EE on your own; do not expect your EE Supervisor to read, edit, or mark up your drafts in any way.

Think of it this way: The IB’s general EE guidelines require you to spend at least forty hours researching and writing your Extended Essay. In contrast, your EE Supervisor should spend no more than about 3-5 hours advising your work along the way.

That said, your supervisor can be a valuable support to you through this process - someone to bounce ideas off, clarify your understanding and support your time-management. Make them your first point of call if you have difficulties…do n't suffer in silence, they are there to help!

The supervisor-student working relationship is probably the most important one in the Extended Essay process. The EE supervisor will advise students during the entire process such as confirm research questions, read final draft and give comments for revising it and submit a predicted grade to the IBO. Supervisors must ensure that they understand the important role they play in supporting students in this process.

Supervisors are required to:

• undertake three mandatory reflection sessions with each student they are supervising
• initial and date each reflection summarized on the Reflections on planning and progress form and provide comments at the end of the process. If the form and essay are submitted via the eCoursework system, then it is deemed signed and authenticated. An RPPF that is blank, unsubmitted, or written in a language other than that of the essay, will be awarded a 0 for criterion E
• provide students with advice and guidance in the skills of undertaking research
• encourage and support students throughout the research and writing of the extended essay
• discuss the choice of topic with each student and, in particular, help to formulate a well-focused research question which is suitable to the subject of registration and ensure that the chosen research question satisfies appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues
• familiar with the regulations governing the extended essay and the assessment criteria, and gives copies of these to students • monitor the progress of the extended essay to offer guidance and to ensure that the essay is the student’s own work (this may include presenting a section of the essay for supervisor comment)
• read and comment on one draft only of the extended essay (but do not edit the draft); this should take place after the interim reflection session, but before the final reflection session, the viva voce
• ensure that the final version of the essay is handed in before the final reflection session (viva voce) takes place, and that no changes are made to it subsequently
• read the final version and, in conjunction with the viva voce, confirm its authenticity

Supervisors are strongly recommended to:

• read recent extended essay reports for the subject
• spend between three and five hours with each student, including the time spent on the three mandatory reflection sessions
• encourage the development of a Researcher’s reflection space for students
• set a clear schedule for the reflection sessions
• ensure that the chosen research question is appropriate for the subject
•  access to appropriate resources (such as people, a library, a laboratory)
• research methods
• how to cite and reference

Adapted from IB Extended Essay Guide, pp.46-47.

The following FREE online courses may guide you throughout your extended essay (click on the course image): 

1. Developing Your Research Project

What topics will this course cover?

Academic research: principles and definition

Drafting and developing research proposals

Gathering information from literature and from findings

Research methods: choosing an appropriate methodology

Academic reading and note taking

Referencing, plagiarism, and academic integrity

Academic writing: organising sources, structuring essays

Academic writing: summarising a research project into an abstract

Academic presentations: preparation and delivery

2. Information & Digital Literacy for University Success

• Referencing, Incorporating Sources & Avoiding Plagiarism
• Demonstrate awareness of ethical issues related to academic integrity surrounding the access and use of information
• Know where to look for information from various sources 
• Define the characteristics of different kinds of information
• Develop a search strategy and filter large numbers of search results effectively 
• Critically Evaluating, Filtering & Managing Information
• Understand how to  incorporate  ideas from sources into your work

3. Research Writing: How to Do a Literature Review

• Understanding the literature review as a genre, and its fundamental role in all serious investigations and research projects
• Developing a useful list of search terms and understanding where to use them to find the most relevant literature available
• Developing a professional bibliography and annotating it with critical evaluations of readings
• Asking good questions to guide the reading and writing process
• Planning a critical discussion in response to specific questions and based on evidence from the published literature
• Is it compulsory to write the extended essay? 

Yes. If you do not complete the extended essay (or it does not meet minimum standards) you will be deemed ineligible to receive your IB Diploma. 

• Should my extended essay be written in one of my examination subjects?

No. However, it is strongly recommended that you select a topic from one of your Higher Level (HL) subjects. Other subject areas may be chosen; however, that will only be allowed if there is a qualified staff member to help so that you have every opportunity to do well in that area. If you are not currently enrolled in a course in the subject area from which you choose your EE topic, you must have a solid knowledge base in that subject area. In general, you are ‘wisest’ to choose a topic in an area that you are passionate about and currently studying at the HL.

• I don’t understand. What is the Student / EE Supervisor relationship supposed to be?

Unlike most student/teacher relationships, for the Extended Essay, you are the one in the driver’s seat. Yes, there are deadlines and guidelines and you must meet them, but you choose your topic and you plan your research on your own and you write and edit the essay on your own. Your EE Supervisor is there as a resource if you need help, or if your essay is heading in the wrong direction or stalled. Think of your EE Supervisor as a backseat driver - you may hear “Watch out!” or “Go [write] faster!” but, ultimately, you are the one responsible for putting your foot on the pedal and making sure you are in good shape coming down the home stretch of the Extended Essay process.

• Help! I’m used to teachers reading my drafts and telling me what to fix. What do I do for the Extended Essay?

Learning how to edit your own work is an invaluable skill, though it may be painful at first. Some tried-and-true tips for copy-editing as you go along:

• Print out a draft and mark it up by hand, with colored pens or a pencil - write on your paper liberally. Circle phrases that just sound “funny”, put question marks or “awk” (short for awkward) when a sentence construction is particularly gawky, write “w.c.” when you need to reconsider your word choice, and play around with chopping sentences down in size (this one would be a good example!) or changing around the order of your paragraphs or arguments. For some reason, it is often a lot easier to see these mistakes and visualize changes when you are looking at a printed sheet of paper rather than scrolling down a computer screen.
• When you think you have your final draft, print it out and read the entire thing out loud to yourself, pen in hand. Yes, this is tedious. But it is absolutely worth it! I guarantee you; you’ll hear subtle mistakes even when the same text you just read a moment ago appeared fine. It’s not just that your eyes may be tired… After all, punctuation in writing exists to imitate the natural inflections and intonation we have when speaking. Converting your essay back into oral form is the best litmus test for the integrity of your tone and grammar! Try it out!
• I have no idea how to write an academic paper. Where do I start?

Relax. Many students are overly worried about writing academic papers simply because they may not be able to visualize what exactly an academic paper will entail, and how it differs from the school papers they have been writing in one form or another since elementary school.

Here is the quick definition: an academic paper is a piece of formal writing (i.e., unlike a conversational tone such as what I am using now, you will most likely be using the third person voice, and should avoid colloquialisms and unfounded generalizations). At the heart of most academic papers is the thesis statement, which describes what you believe and what you are trying to prove, out of all the research and analysis you have done. All the other points in the paper will go towards supporting your thesis statement.

You will write the Extended Essay to emulate an academic journal article. Because these journal articles are published, there is often a very strict methodology for how you go about writing them. This is great for you because it means there are a lot of resources, both online and off, available to teach you about these methodologies!  Good luck, and happy writing!

• What will I learn from writing the extended essay?

You will have the opportunity to explore an interesting self-selected topic in-depth. You will develop your research skills and, if applicable to your subject area, your investigative skills. As well, you will improve your presentation skills, as you will be required to use MLA/APA as a citation format and to prepare an annotated bibliography. These skills will be extremely useful in your post-secondary studies.

• Is my extended essay ‘worth’ anything?

Yes! As noted above, if you do not submit an extended essay, or if your extended essay does not meet the minimum requirements, you will not receive your diploma. As well, your assessment on your extended essay and your ToK essay and project are combined into a point matrix. You may qualify for up to three additional points which are added to your total IB Diploma score. 

EE@Steps to follow...

Step -1: Read the key EE documents

Step -2: Record your thoughts@RRS

Step -3: Choose a subject & supervisor

Step -4: Confirm a research topic & title

Step -5: Formulate a research question

Step -6: Identify sources

Step -7: Plan a research outline

Step -8: Decide on reference style 

Step -9: Commence research/reading

Step -10: Writing the essay

*Write 3 reflections according to the ICS timeline

IB EE Poster

Acknowledgement

Susan Trower from West Sound Academy

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• Last Updated: May 16, 2024 3:52 PM
• URL: https://icsz.libguides.com/extendedessay