O X F O R D I B D I P L O M A P R O G R A M M E E X T E N D E D E S S AY COURSE COMPANION Kosta Lekanides 3 Great Clarendon Street, Oxford, OX2 6DP, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the Universitys objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries  Oxford University Press 2016 The moral rights of the authors have been asserted First published in 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. 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Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work. Course Companion defnition The IB Diploma Programme Course Companions are resource materials designed to support students throughout their two-year Diploma Programme course o study in a particular subject. They will help students gain an understanding o what is expected rom the study o an IB Diploma Programme subject while presenting content in a way that illustrates the purpose and aims o the IB. They reect the philosophy and approach o the IB and encourage a deep understanding o each subject by making connections to wider issues and providing opportunities or critical thinking. The books mirror the IB philosophy o viewing the curriculum in terms o a whole-course approach; the use o a wide range o resources, international mindedness, the IB learner profle and the IB Diploma Programme core requirements, theory o knowledge, the extended essay, and creativity, activity, service (CAS). Each book can be used in conjunction with other materials and indeed, students o the IB are required and encouraged to draw conclusions rom a variety o resources. Suggestions or additional and urther reading are given in each book and suggestions or how to extend research are provided. In addition, the Course Companions provide advice and guidance on the specifc course assessment requirements and on academic honesty protocol. They are distinctive and authoritative without being prescriptive. IB mission statement The International Baccalaureate aims to develop inquiring, knowledgable and caring young people who help to create a better and more peaceul world through intercultural understanding and respect. To this end the IB works with schools, governments and international organizations to develop challenging programmes o international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lielong learners who understand that other people, with their dierences, can also be right. iii The IB learner Profle The aim o all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship o the planet, help to create a better and more peaceul world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love o learning will be sustained throughout their lives. Knowledgable They explore concepts, ideas, and issues that have local and global signifcance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range o disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and inormation confdently and creatively in more than one language and in a variety o modes o communication. They work eectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense o airness, justice, and respect or the dignity o the individual, groups, and communities. They take responsibility or their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions o other individuals and communities. They are accustomed to seeking and evaluating a range o points o view, and are willing to grow rom the experience. Caring They show empathy, compassion, and respect towards the needs and eelings o others. They have a personal commitment to service, and act to make a positive dierence to the lives o others and to the environment. Risk-takers They approach unamiliar situations and uncertainty with courage and orethought, and have the independence o spirit to explore new roles, ideas, and strategies. They are brave and articulate in deending their belies. Balanced They understand the importance o intellectual, physical, and emotional balance to achieve personal well-being or themselves and others. Refective They give thoughtul consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. iivv A note on academic honesty What constitutes misconduct? It is o vital importance to acknowledge and Misconduct is behaviour that results in, or may appropriately credit the owners o inormation result in, you or any student gaining an unair when that inormation is used in your work. advantage in one or more assessment component. Ater all, owners o ideas (intellectual property) Misconduct includes plagiarism and collusion. have property rights. To have an authentic piece Plagiarism is defned as the representation o the o work, it must be based on your individual ideas or work o another person as your own. The and original ideas with the work o others ully ollowing are some o the ways to avoid plagiarism: acknowledged. Thereore, all assignments, written or oral, completed or assessment must use your  Words and ideas o another person used to own language and expression. Where sources are support ones arguments must be acknowledged. used or reerred to, whether in the orm o direct  Passages that are quoted verbatim must quotation or paraphrase, such sources must be be enclosed within quotation marks and appropriately acknowledged. acknowledged.  CD-ROMs, email messages, web sites on the How do I acknowledge the work of others? Internet, and any other electronic media must be treated in the same way as books and journals. The way that you acknowledge that you have used the ideas o other people is through the use o  The sources o all photographs, maps, ootnotes and bibliographies. illustrations, computer programs, data, graphs, audio-visual, and similar material must be Footnotes (placed at the bottom o a page) or acknowledged i they are not your own work. endnotes (placed at the end o a document) are to be provided when you quote or paraphrase  Works o art, whether music, flm, dance, rom another document, or closely summarize the theatre arts, or visual arts, and where the inormation provided in another document. You do creative use o a part o a work takes place, not need to provide a ootnote or inormation that must be acknowledged. is part o a body o knowledge. That is, defnitions Collusion is defned as supporting misconduct by do not need to be ootnoted as they are part o the another student. This includes: assumed knowledge.  allowing your work to be copied or submitted Bibliographies should include a ormal list o or assessment by another student the resources that you used in your work. The listing should include all resources, including  duplicating work or dierent assessment books, magazines, newspaper articles, Internet- components and/or diploma requirements. based resources, CDs and works o art. Formal Other forms of misconduct include any action means that you should use one o the several that gives you an unair advantage or aects the accepted orms o presentation. You must provide results o another student. Examples include, ull inormation as to how a reader or viewer taking unauthorized material into an examination o your work can fnd the same inormation. room, misconduct during an examination, and A bibliography is compulsory in the extended essay. alsiying a CAS record. v Contents 1 The basics 2 Extended Essay skills and attributes 2 Extended Essay components 2 Extended Essay subject availability 4 Artiacts in language B essays 6 Extended Essay quiz 7 2 Getting started 9 Subject and topic 9 Designing a research question 9 Limiting actors 12 Comparisons 15 Question vs. title 16 Question starters 17 Feasibility 17 Locating sources 18 Disproving a research question 19 Changing your research question 20 Worksheet: Design your own research question 22 3 Locating, organizing and evaluating 24 Primary and secondary sources 24 Subject-specifc source lists 31 Locating relevant sources 37 Organizing source material 40 How do we go rom numerous works to a single essay? 41 Organizing chapters or paragraphs 43 A. Mind maps 43 B. Progression charts 44 C. Branches 45 Evaluation 45 Value and limitations 45 Evaluating methodology 48 4 Research 49 Research overview 49 Research and the research question 50 Primary research 51 Key issues and concepts in research 51 Methodology 53 Ethical considerations 58 Literature review 58 Conclusions (research fndings) 61 vi 5 Writing essays 62 Introduction 62 Main body 65 Paragraph writing 65 Analysis 68 Analytical structure: How to demonstrate analysis in writing 69 Conclusion 71 Worksheet 1: Meeting the introduction requirements 74 Worksheet 2: Organizing the main bodys key points 77 6 Supervision 78 Criterion E (Engagement): Key to success 78 Exemplar calendar 78 Overview o orms 81 Supervisory support emails 86 The frst meeting 87 The second meeting 88 Extended Essay ca (coming soon) [optional] 90 The third meeting 90 The three mandatory sessions 92 Guidance or mandatory sessions 92 The Extended Essay Ca 94 Extended Essay Ca checklist 95 Exemplar EE Ca presentation 96 7 Assessment (maximizing marks) 101 The Extended Essay assessment criteria 101 The strands 102 Criterion A: Focus and method (6 marks) 102 The introduction 102 Criterion B: Knowledge and understanding (6 marks) 105 Knowledge and understanding checklist 109 Criterion C: Critical thinking (12 marks) 110 Critical thinking skills 111 Criterion D: Presentation (4 marks) 111 Title page (or cover page) 112 Table o contents 113 Page numbers 114 Fonts 114 Spacing 115 Reerencing (citations and bibliography) 115 Reerencing basics 116 How to add citations and bibliographies using Microsot Word on a PC 121 How to add citations and bibliographies using Microsot Word on a Mac 123 Word count 131 Criterion E: Engagement (6 marks) 133 Towards meaningul reection 134 Getting the most out o reection 136 Exemplar Reections on Planning and Progress Form 137 8 Academic honesty 139 What is academic honesty? 139 Plagiarism 139 Plagiarism test 141 1 1: The basics Extended Essay skills and attributes An Extended Essay is intended to be an academic-style research paper on a topic o your choosing in one o the available IB subjects. As such, it is intended to adhere to certain ormal guidelines which this Course Companion will support. At its core, the Extended Essay is aim ed at cultivating or developing a range o skills and attributes, which can be mapped thus: Research skills Inquiry Independence Extended Critical Creativity Essay thinking Organizational Writing skills skills Referencing On top o these, one could argue that an Extended Essay compels students to act in an academically honest and ethical manner  both in terms o their approach to research and in the fnal production o the essay itsel. Extended Essay components Extended Essay basic structure 1. What does the Extended An academic piece o writing on a topic o your choosing. Essay comprise? Bibliography o only the works cited in the essay itsel using an acknowledged reerencing style (or example, the American Psychological Association (APA) style or Modern Languages Association (MLA) style). For more see Chapter 7: Assessment on pages 11531. Appendices (where applicable). Note: It is not mandatory or an examiner to read anything in an appendix; as such, this should only include inormation that acts as ancillary support to the essay (such as exemplar questionnaires) and should not include inormation that is integral to the fow or argument o the essay itsel. Refections on Planning and Progress Form (RPPF). For more see Chapter 7: Assessment on pages 1338. 2 EXTENDED ESSAY SKILLS AND ATTRIBUTES 2. What should the maximum The maximum word count is 4,000 (plus an additional 500 words or the Reections word count be? on Planning and Progress Form that is submitted with the Extended Essay). Note: The essay should not be any longer than 4,000 words as any writing over this limit will not be read and thus could have a negative impact on all assessment criteria. 3. How many hours should be The IB recommends that you spend approximately 40 hours, spread out over spent on it? the course o your IB studies. 4. On which subjects can the For a ull list see pages 45. essay be written? 5. What policies accompany it?  Academic honesty  IBs ethical guidelines  Animal experimentation policy It is a mandatory requirement that all essays are academically honest (see Chapter 8 pages 13943) and adhere to all ethical guidelines (see Chapter 2 pages 1819) including those regarding animal experimentation policy as outlined by the IB. 6. How is it supervised? The IB expects students to receive anything rom three to fve hours o in-school supervisory support towards the completion o their Extended Essay. A supervisor is expected to provide advice and support but not prescribe questions or edit any work produced. Your supervisor will also be expected to validate the authenticity o the work submitted by you to the IB by signing and dating the Reections on Planning and Progress Form (RPPF). External supervision(that is, non-school-based) is possible under certain scenarios, although only an in-school supervisor can sign the orms. For more, see Chapter 6: Supervision on pages 78100. 7. How is it submitted? The Extended Essay will be digitally uploaded to the IB by the candidate or school. The IB Diploma Coordinator will help acilitate this upload. Extended Essays should be saved using any o the ollowing fle types:  Microsot Word fle (DOC)  Microsot Word 2007/2010/2013 document (DOCX)  Portable Document Format (PDF)  Rich Text Format (RTF) 8. How is it assessed? The Extended Essay is assessed in accordance with the ollowing fve criteria:  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 Awarded: 34 For more on each criterion and how to best tackle them see Chapter 7: Assessment (pages 10138) 3 1 THE BASICS 9. How many IB points is it There are three points available or the combination o the Extended Essay and worth? Theory o Knowledge. The additional points are allocated as ollows: TOK/EE A B C D E A 3 3 2 2 B 3 2 2 1 Failing C 2 2 1 0 Condition D 2 1 0 0 E Failing Condition NOT TO BE INCLUDED:  Candidate details, session number, school and supervisors name and any identiying eatures on the title page. The digital upload will take care o the personal details.  Identiying marks (names, school names, candidate numbers and so orth) anywhere in the essay itsel.  Audio-visual material (such as video recordings and sound clips), although images and screenshots are fne. Extended Essay subject availability All Extended Essays must be selected from the list of available IB subjects as seen in the table below. The list of available subjects is updated annually by the IB, so do check with your schools IB/EE Coordinator. Tip It is highly recommended that you write your Extended Essay in a subject that you are already studying as part o your IB Programme. This will ensure you:  are able to employ the relevant methodologies associated with research in your chosen subject  maintain an approach to research that adheres to the one outlined by the IB or that subject area  have access to content that could support your investigation. IB Subject Group Subjects/Categories Group 1: Studies in language and All supported Language A subjects. literature Category 1: Studies o literary works (all works originally written in the target language o the Extended Essay). Category 2: Studies o literary works (at least one work written in the target language o the essay compared with works written in another language). Category 3: Studies in language (all works originally produced in the target language o the Essay). 4