extended essay marking sheet

Extended Essay Guide: Criteria, Format, Sample EEs

• Criteria, Format, Sample EEs
• Annotated Bibliographies
• DP Research Process
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The Assessment Crtiteria in Detail!

• Criterion A: Focus and method
• Criterion B: Knowledge and understanding
• Criterion C: Critical Thinking
• Criterion D: Presentation
• Criterion E: Engagement
• EE_How to maximize marks for different subjects?

• Criterion C: Critical thinking

Notes from the IB

RE: Research Question and Title of Extended Essay

Please note the statement below from the EE curriculum manager regarding the need to have both a title and a RQ for all subjects. Previous versions of the EE Guide indicated that the title and the RQ should be the same for History, Business Management and Mathematics. This is no longer the case.  All essays, regardless of the subject, need to have both a RQ and a title.

Hi Kathy, 

To answer your question, I am going to quote directly from a response John Royce provided, on this forum, in October in response to a very similar question: (it was a question about using Spanish sources - hence the mention of Spanish)

It is certainly  permissible to use sources which are not in the language of the essay, but translation into the target language is required , one cannot assume that the reader understands the original language.

It is usual to quote the original as well as presenting the translation.  [Do not put quotation marks around your translation, just around the original]

Umberto Eco argues ("in Mouse or rat?") that direct translation may lose meaning, paraphrase or use of different idioms may be required to get the ideas across. Paul Bellos ("Is that a fish in your ear?") makes a similar argument - direct translation may confound meaning... Direct translation may not be ideal - meaning and understanding are preferred - so, not to worry that your student with her good Spanish cannot present a direct translation.

What  must be made clear is that the translations are those of the student;  these are her understandings. Readers can make of that what they will - and if unsure, are presented with the original - they can seek another translation.  A note in the acknowledgements and/or in the introduction to the effect that all translations are those of the writer is ... essential.

In response to the question about the  Bibliography/Works cited, my preference would be to list the source in its original Thai version, but perhaps with the English in brackets, to help the examiner.

Your bibliography will have the entries in Thai characters first in the document. Any in-text citation to Thai sources will be in (Thai characters [English translation]).

Citation in Thai [English translation]

Works Cited Example:

วงษ์ปัญญา, ธนกร [Wongpunya, Thanakorn]. “โรงงานยาสูบรวยแค่ไหน และเอาเงินไปทำอะไรบ้าง.”  [How rich is the Thailand Tobacco Monopoly and where does the money go?] (candidate translation). The Standard, The Standard, 30 Aug. 2018, thestandard.co/thailand-tobacco-monopoly/.

Format of the Extended Essay

Required Formatting

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  required:

• 12-point, readable font (Calibri or Times New Roman);
• double spacing throughout entire Essay;
• page numbering - top right corner;
• no candidate or school name or supervisor name on the title page or page headers.

Submitting the extended essay in the required format will help set the tone of the essay and will aid readability for on-screen assessment by examiners.

Required S tructure

The structure of the essay is very important. It helps students to organize the argument, making the best use of the evidence collected. 

There are six required elements of the final work to be submitted. More details about each element are given in the  “Presentation”  section. Please note that the order in which these elements are presented here is not necessarily the order in which they should be written. 

Six required elements of the extended essay:

• Contents page
• Introduction
• Body of the essay
• References and bibliography -- if MLA "Works Cited" if CSE "References"

1. Required Title Page  

The title page should include  only  the following information: 

• the title of the essay
• the research question
• the subject the essay is registered in (if it is a language essay also state which category it falls into; if a world studies essay also state the theme and the two subjects utilized) 

The upper limit is 4,000 words for all extended essays. 

2. Required Contents Page

A contents page must be provided at the beginning of the extended essay and all pages should be numbered. Please note that an index page is not required and if included will be treated as if it is not present.

3. Required Introduction

The introduction should tell the reader what to expect in the essay. The introduction should make clear to the reader the focus of the essay, the scope of the research, in particular an indication of the sources to be used, and an insight into the line of argument to be taken. 

While students should have a sense of the direction and key focus of their essay, it is sometimes advisable to finalize the introduction once the body of the essay is complete.

4. Required Body of the Essay  (research, analysis, discussion, and evaluation)

The main task is writing the body of the essay, which should be presented in the form of a reasoned argument. The form of this varies with the subject of the essay but as the argument develops it should be clear to the reader what relevant evidence has been discovered, where/how it has been discovered and how it supports the argument. In some subjects, for example, the sciences, sub-headings within the main body of the essay will help the reader to understand the argument (and will also help the student to keep on track). In structuring their extended essay, students must take into consideration the expected conventions of the subject in which their extended essay is registered. 

Once the main body of the essay is complete, it is possible to finalize the introduction (which tells the reader what to expect) and the conclusion (which says what has been achieved, including notes of any limitations and any questions that have not been resolved). 

Any information that is important to the argument  must not  be included in appendices or footnotes/endnotes. The examiner  will not  read notes or appendices, so an essay that is not complete in itself will be compromised across the assessment criteria.

5. Required Conclusion

The conclusion says what has been achieved, including notes of any limitations and any questions that have not been resolved. While students might draw conclusions throughout the essay based on their findings, it is important that there is a final, summative conclusion at the end. This conclusion(s) must relate to the research question posed.

6.  Required References & Bibliography

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. For more information on this, refer to the guidelines in the IB document  Effective citing and referencing.

Writing the essay takes time but if students have used their Researcher's reflection space and reflection sessions in a meaningful way they should be well prepared to develop their arguments.

Extended Essay - Examples & Exemplars

• Essays from May 2018 with IB marks and commentaries
• Assessed Student Work & Commentary IB-provided. "Student sample extended essays, corresponding marks and comments from senior examiners are available for the following Diploma Programme disciplines. Please note that in light of not having authentic RPPFs to accompany these essays, they are marked against criteria A – D only, for a total of 28 possible marks. Following the first assessment session in 2018, exemplars will be refreshed with authentic sample material." more... less... Biology English Economics History Studies in language and literature Language acquisition Mathematics Psychology Visual arts World studies extended essay (WSEE)
• Excellenet Extended Essays Concordian GoogleDoc
• EngA1_Othello EE Othello 2018 From inThinking.net Click the link to see the score and evaluation.
• Fifty (50) More Excellent Extended Essays DVD by International Baccalaureate Call Number: HS DVD 808.4 ISBN: 9781906345600 Publication Date: 2011 1 DVD-ROM (1:33 min.)

Past CIS Extended Essays

Available in the library behind the desk are file folders of past Extended Essays by Concordian students and IB EE Exemplars. Feel free to browse the papers which must be kept in the library.

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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

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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 Rubric (Grading/Marking Scheme)

Welcome, fellow IB students! As someone who has completed the International Baccalaureate Diploma Programme , I’m excited to share insights into the Extended Essay rubric. Understanding this grading system is essential to producing a first-rate essay. Let’s examine what makes this rubric a critical part of your academic toolkit.

What Is the IB Extended Essay Rubric?

First things first, what exactly is the IB Extended Essay rubric? It’s a comprehensive framework that meticulously guides the evaluation of your Extended Essay . From my experience, fully understanding this rubric’s nuances elevates the quality of your work. It details the elements that examiners scrutinize rigorously, from the clarity and precision of your research question to the depth and breadth of your analysis.

In my opinion, the IB EE rubric is instrumental in shaping how you approach your essay, ensuring that each component (from introduction to conclusion) is aligned with the IB’s rigorous standards. By closely adhering to this rubric, you can strategically address each criterion to maximize your essay’s effectiveness and impact, aiming for the highest marks possible.

From my experience, students who thoroughly comprehend and apply the rubric’s guidelines often produce essays that are not only well-structured but also rich in content. This involves following the rubric and embedding a level of critical thinking and reflection that distinguishes top-scoring essays from the rest. According to general IB criteria, the examiners seek this depth of understanding and application.

More Topics:

• Interdisciplinary Topics in Extended Essays
• IB ESS Extended Essay Topic Ideas
• IB Theatre Studies Extended Essay Topics
• Topics for Music Extended Essay
• Anthropology IB Extended Essay Topics
• Philosophy Extended Essay Topics for IB
• IB English B Extended Essay Topics
• Extended Essay vs. Internal Assessment
• Can Extended Essays with a Generic Topic Score Well?
• Using Extended Essay Topics That Are Already on the Internet
• How to Create a Research Question for Your IB EE?
• What Is a Word Count for an Extended Essay?
• How Long Does it Take to Write an IB Extended Essay?

All Components of the Extended Essay Rubric

As an experienced IB writer, I understand that the Extended Essay is a significant component of the IB diploma, with the potential to influence your final score significantly. The EE is graded out of 34 points, divided across five main sections of a detailed rubric. Each of these sections targets specific aspects of your research and writing skills. From my experience, a solid grasp of each criterion can set your essay apart. Let’s break down these components.

By the way, understanding the structure and requirements of the EE RPPF is crucial for any student aiming to maximize their Extended Essay score.

Criterion A. Focus and Method (6 points)

This criterion examines how well you define and maintain your research focus throughout the essay. It assesses the clarity of your research question and the appropriateness of your methodology. A sharply focused research question and a robust methodology form the backbone of a successful Extended Essay. According to general IB criteria, achieving the highest marks here requires:

• Research question that aligns well with your investigation.
• Methodology that effectively supports and addresses your research question.

Ensure that your methodology is aligned and systematically applied throughout your research. It will significantly enhance the coherence and depth of your analysis.

Criterion B. Knowledge and Understanding (6 points)

This section evaluates how well your essay demonstrates knowledge of the chosen topic and integrates relevant academic theories and concepts. From my experience, essays that effectively integrate course content and show a deep understanding of the material score highly. As I know, to excel in this area, you should:

• Use a range of credible sources that enhance the depth of your investigation.
• Employ subject-specific terminology accurately to communicate your understanding.

Furthermore, demonstrating how these sources and terminologies directly relate to your research question can strengthen your argument’s persuasiveness.

Criterion C. Critical Thinking (12 points)

Critical thinking involves analyzing, synthesizing, and evaluating the gathered information. This criterion is the most significant component of the EE rubric, reflecting its importance. From my experience, critical thinking is what differentiates a good essay from a great one. Essays that present a well-reasoned argument based on comprehensive analysis achieve higher scores. According to general IB criteria, you should:

• Present well-supported arguments and conclusions that are directly relevant to your research question.
• Critically evaluate your sources and the evidence you provide, ensuring alignment with your thesis.

Additionally, integrating these evaluations seamlessly into your argument will showcase your ability to engage deeply and thoughtfully with your topic.

Criterion D. Presentation (4 points)

This criterion assesses the overall presentation of the Extended Essay, including its structure, formatting, and adherence to academic standards. As I know, the presentation is crucial as it affects your essay’s readability and professional appearance. To score well, ensure:

• Your essay follows the expected academic format and structure.
• Proper citation and referencing are used throughout the document.

A well-presented essay communicates your ideas clearly and demonstrates your professionalism and attention to detail, highly valued in academic writing.

Criterion E. Engagement (6 points)

Finally, this criterion evaluates your engagement with the research process, mainly through your reflection, which accounts for up to 500 words of the EE. From my experience, reflections that convey your intellectual and personal engagement with the topic often score highly. Effective reflections should:

• Demonstrate thoughtful decision-making and planning.
• Reflect on challenges and setbacks, showing how they contributed to your learning and understanding.

Understanding these IB EE grading criteria and how they contribute to your overall EE score boosts your writing process and final output. As a seasoned IB writer, I advise approaching each criterion equally and integrating them cohesively to produce a well-rounded and academically rigorous Extended Essay.

Grade Boundaries for IB Extended Essay

Examiners appointed by the IB externally assess all Extended Essays, marked on a scale from 0 to 34. Here’s how the score a student receives aligns with the grading bands:

• A – Excellent Standard (27 – 34).
• B – Good Standard (21 – 26).
• C – Satisfactory Standard (14 – 20).
• D – Mediocre Standard (7 – 13).
• E – Elementary Standard (0 – 6).

From my experience, achieving a score between 27 and 34, corresponding to an “A,” indicates that you’ve met and exceeded expectations with exceptional research, insightful analysis, and clear, structured writing. This grade band reflects work of an excellent standard, demonstrating a profound understanding of the topic and sophisticated analytical skills.

On the other hand, a score between 14 and 20 is required to pass the Extended Essay, falling into the “C” category. This score indicates satisfactory work that meets the basic requirements but may lack the depth or insight of higher-scoring essays. According to general IB criteria, achieving this score is a good baseline for passing, but aiming higher to demonstrate your capabilities entirely is beneficial.

In my opinion, students who score between 0 and 6, which places them in the “E” category, should reflect on their research and writing processes. This range suggests that the effort and engagement with the subject matter were significantly lacking, resulting in work that does not meet the elementary standards of academic research.

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Tips for Maximizing Your Extended Essay Scores

As a seasoned IB writer deeply familiar with the demands of the Extended Essay, I’ve observed that students who excel not only grasp the basics but also demonstrate nuanced understanding and strategic thinking. Here are some tips for maximizing your Extended Essay scores based on my extensive experience and knowledge of general IB criteria:

• In my experience, selecting a topic you are passionate about is crucial. Your interest will drive more profound research and nuanced analysis, essential for high scores.
• A well-defined research question acts as the guiding light for your essay. As I know, clarity here is critical — it shapes your research direction and influences the coherence of your argument.
• According to general IB criteria, a rigorous methodology is paramount. Ensure your methods are appropriate for your topic and that they effectively address your research question.
• In my opinion, top-scoring essays show a deep engagement with relevant sources. Don’t just describe what sources say; analyze them, discuss their limitations, and synthesize different viewpoints to build a compelling argument.
• As I know, iterative feedback is invaluable. It helps refine your argument and presentation, ensuring your essay meets the high standards expected by the IB.
• Finally, follow the IB’s formatting guidelines to ensure proper citations and maintain a professional writing style.

By following these strategies, you’re not just completing an assignment but mastering a complex skill set that reflects high academic standards and personal growth.

So, understanding the Extended Essay rubric is more than just a requirement — it is your secret to excelling in the IB Extended Essay. So take on this challenge confidently, and remember that a well-understood rubric is half the battle.

There you have it — an insider’s guide to mastering the IB Extended Essay rubric. Armed with this knowledge, you’re better equipped to tackle this critical component of the IB Diploma. Happy writing, and don’t hesitate to contact our experts from IBWritingService.com if you need help!

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Extended Essay: Assessment

• Extended Essay- The Basics
• Step 1. Choose a Subject
• Step 2. Educate yourself!
• Using Brainstorming and Mind Maps
• Identify Keywords
• Do Background Reading
• Define Your Topic
• Conduct Research in a Specific Discipline
• Step 5. Draft a Research Question
• Step 6. Create a Timeline
• Find Articles
• Find Primary Sources
• Get Help from Experts
• Search Engines, Repositories, & Directories
• Databases and Websites by Subject Area
• Create an Annotated Bibliography
• Advice (and Warnings) from the IB
• Chicago Citation Syle
• MLA Works Cited & In-Text Citations
• Step 9. Set Deadlines for Yourself
• Step 10. Plan a structure for your essay
• Evaluate & Select: the CRAAP Test
• Conducting Secondary Research
• Conducting Primary Research
• Formal vs. Informal Writing
• Presentation Requirements
• Evaluating Your Work

Assessment of the Extended Essay

See below for guidance on evaluating your research, writing, and reflections:

EE Assessment - Questions to Ask

Or see the box to the right for a link to a PDF of the list.

EE Assessment - Questions for Students to Consider

Use this list to help you think about the assessment criteria and whether you have addressed the expectations within your essay.  You do not need to address all of the questions posed, but they do provide some guidance in terms of what to consider.

Criterion A:  Focus and Method

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?

Criterion B:  Knowledge and Understanding

• 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?

Criterion C:  Critical Thinking

• 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?

Criterion D:  Presentation

• 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

• 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?
• Will the examiner get a sense of how you responded to actions and ideas in the research process?

EE Assessment - Advice for Students

Assessment Grade Descriptors

All extended essays are externally assessed by examiners appointed by the IB. The total marks available are 34.  However, when your supervisor marks your essay in order to arrive at a predicted grade, the grading will be based on the  qualitative  grade descriptors for the Extended Essay (see below), not a translation of a number score into a letter grade.

Assessment Criteria and Objectives

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Extended Essay Resources: Paper Formatting

• Research Video Tutorials
• In-text Citations
• Plagiarism VS. Documentation
• Primary Sources
• Subject Resources
• Cite Your Sources This link opens in a new window
• Evaluate Your Sources This link opens in a new window
• Supervisor Resources
• Note Taking Templates
• Paper Formatting
• October EE orientation presentation
• Extended Essay calendar
• Submit your topic selection

How to format the EE

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.

• Arial 12 or Times New Roman 12
• Double-spaced
• page numbering
• no candidate, supervisor, or school name on the title page, page headers, appendices or acknowledgment pages
• 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.)

What's on the Title Page?

The title page should include the:

• title of the essay
• research question
• if it is a language essay also state which category it falls into;
• if a world studies essay also state the theme and the two subjects utilized)
• word count.

DO NOT include any personal information like your name, the name of the school, or your candidate number. The IB wants each EE to be anonymous and assessed without bias. 

Images and Illustrations

From the mla style guide at purdue, labels, captions, and source information.

Illustrations appear directly embedded in the document. Each illustration must include a label, a number, a caption and/or source information.

• The illustration label and number should always appear in two places:  the document main text (e.g.  see fig. 1 ) and near the illustration itself ( Fig. 1 ).
• Captions  provide titles or explanatory notes (e.g.,  Van Gogh’s The Starry Night)
• Source information  documentation will always depend upon the medium of the source illustration. If you provide source information with all of your illustrations, you do not need to provide this information on the Works Cited page.
• All visuals/illustrations that are not tables or musical score examples (e.g. maps, diagrams, charts, videos, podcasts, etc.) are labeled Figure or Fig.
• Refer to the figure in-text and provide an Arabic numeral that corresponds to the figure. Do not capitalize figure or fig .
• MLA does not specify alignment requirements for figures; thus, these images may be embedded as the reader sees fit. However, continue to follow basic MLA Style formatting (e.g. one-inch margins).
• Below the figure, provide a label name and its corresponding arabic numeral (no bold or italics), followed by a period (e.g. Fig. 1.). Here, Figure and Fig .  are capitalized.
• Beginning with the same line as the label and number, provide a title and/or caption as well as relevant source information in note form (see instructions and examples above). If you provide source information with your illustrations, you do not need to provide this information on the Works Cited page.
• If full citation information is provided in the caption, use the same formatting as you would for your Works Cited page. However, names should be listed in  first name last name  format.

Figure Example

In-text reference:

Some readers found Harry’s final battle with Voldemort a disappointment, and recently, the podcast,  MuggleCast  debated the subject (see fig. 2).

Figure caption (below an embedded podcast file for a document to be viewed electronically):

Fig. 2. Harry Potter and Voldemort final battle debate from Andrew Sims et al.; “Show 166”;  MuggleCast ; MuggleNet.com, 19 Dec. 2008, www.mugglenet.com/2015/11/the-snape-debate-rowling-speaks-out.

Appendices are not an essential part of the extended essay and examiners will not read them, or use any information contained within them, in the assessment of the essay. Students must take care to ensure that all information with direct relevance to the analysis, discussion and evaluation of their essay is contained in the main body of it. Appendices should therefore be avoided except in the following instances:

• an exemplar of a questionnaire or interview questions
• an exemplar of permission letters
• group 1, category 1 essays: copies of poems or short stories (of less than three pages)
• group 1, category 3 essays: excerpts from newspapers, advertisements and transcripts of speeches
• language acquisition, category 1 and 2: excerpts from newspapers, advertisements, transcripts of speeches, etc
• language acquisition, category 3: excerpts or copies of poems or short stories (less than 3 pages)
• an external mentor letter, where one has been used
• raw data or statistical tables for experimental sciences (this should not include any analysis or conclusions).

Students should not continually refer to material presented in an appendix as this may disrupt the continuity of the essay and examiners are not required to refer to them.

The upper limit is 4,000 words for all extended essays.

Please note:  Examiners are instructed not to read or assess any material in excess of the word limit. This means that essays containing more than 4,000 words will be compromised across all assessment criteria. 

Please refer to the following guidance on what content should be included in the word count.

Please refer to the document entitled  Assessment principles and practices—Quality assessments in a digital age  for further clarification of word count requirements.

A note for students writing in Chinese, Korean and Japanese:

Students writing their extended essay in Japanese, Korean or Chinese should use the following conversions.

• Japanese: 1 word = approximately 2 Japanese characters (upper limit 8,000 characters)
• Korean: 1 word = 1 Korean character (upper limit 4,000 characters)
• Chinese: 1 word = approximately 1.2 Chinese characters (upper limit 4,800 characters)

When typing in Chinese, Korean or Japanese word processing software is likely to include the number of characters  and  punctuation in the word count. Students are asked to  not  include punctuation in the word count for assessed work. The word count should only take into account the number of characters typed.

A note about acknowledgments and dedications:

An acknowledgment/dedications page may be included in the EE if this is important to the student, but it must contain no “identifiers”, for example, people should not be detailed in any way that makes the student’s school identifiable. An acknowledgment/dedications page is not a formal requirement of the EE, so it does not contribute to either the word count or assessment.

Header and Footnotes

Students may wish to use the header function for their research question, so that it appears on each page. This may help retain focus.

Footnotes and endnotes

Footnotes and endnotes may be used for referencing purposes and if this is the case will not be included in the word count of the essay. If information is contained in a footnote or endnote and is not a reference, this  must  be included in the word count. In order to avoid confusion and unwittingly exceed the word limit, students are advised to avoid using footnotes or endnotes other than for referencing purposes unless it is appropriate.

One appropriate use of footnotes is for the placement of the original quotation (where the original quotation is in a language other than the language of registration). This use of footnotes would not need to be included in the word count.

As footnotes and endnotes are not an essential part of the extended essay students must take care to ensure that all information with direct relevance to the analysis, discussion and evaluation of their essay is contained in the main body of it.

An essay that attempts to evade the word limit by including important material in footnotes or endnotes will be compromised across the assessment criteria. Please note that footnotes and endnotes are added to the word count as they are encountered.

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Extended Essay: Criterion E: Engagement (Reflection)

• Kick Off Day
• Define Topic
• Locate Resources
• Annotated Bibliography
• Evaluating Sources
• Integrating Quotes
• Citations & Referencing
• Evaluation Criteria & Examiner Reports
• Criterion A, B, C: Assessment of Research
• Criterion D: Presentation
• Criterion E: Engagement (Reflection)
• The Viva Voce
• EE Draft Feedback Template for Supervisors
• Language of Analysis
• Approaches to Learning (ATL)
• Roles and Responsibilities

Criterion E: Reflection (6 pts max)

Remember to include discussion of the Approaches to Learning (ATL's) in your reflections. This discussion needs to be specific and well-illustrated with clear examples. For specific language related to each of the ATL's, please click here .

Reflection One- Initial Stage

This will be after one of the early sessions with your supervisor where you outline:

• Your ideas regarding the topic in general
• The research question you have in mind
• Initial background reading or research you may have conducted
• Possible approaches
• Initial thoughts about the answer to your research question
• Roughly 100 words in length

Guiding Questions:

What exactly do you want to find out?

What resources do you plan to use?

What problems do you anticipate in your research?

What writing and research have you done since last session?

Have you found any sources with conflicting viewpoints?

Have you been able to find relevant sources from different eras?

What challenges did you encounter in finding relevant sources?

How do you think you might use your sources?

Have you collected sufficient data?

Have you finished note taking from your text?

• What am I interested in researching and why?
• What are my motivations for undertaking research in this area?
• How will I begin the research process?
• Is my chosen topic appropriate for the subject I have chosen to complete it in?
• Do I have sufficient knowledge of the subject area to fulfill the criteria of an EE?
• What possible question(s) might I research?
• How might I go about undertaking this research?
• Do I have access to appropriate sources?
• Are my chosen research methods appropriate for the subject I have chosen to complete it in?
• Are there any ethical issues I need to consider before pursuing this area of research?
• Is there sufficient focus to my research area?

Examples of Reflection One

• Sample History EE Reflection

I was attracted to Anna Comnena's The Alexiad as a result of some extra readings which formed part of my IB History course (Crusades). As the first female historian, she stands in a unique place in terms of historiography, something which appealed to me as both a woman and budding historian. I was initially considering writing about her accounts of the First Crusade but quickly found the topic to be far too wide in scope. A reading of Paul Magdalino's article "The Pen of the Aunt" helped refocus me on the issue of historical purpose, i.e., why she wrote the history she did. I have now allocated time to reading historical accounts of Manuel I's reign to decide how closely the events Anna mentions in her history of her father's reign (Alexius) so as to validate my current hypothesis-  that Anna intended the work as a celebratory account of her father so as to cast a negative light on the rule of her nephew Manuel I. My current list includes Runciman, France, Macrides, Christomides, and Hill.

Reflection Two- Interim Stage

This reflection session will usually fall somewhere in the middle to latter half of your EE process, usually before the first draft is completed.

• Discuss how the research question has become more refined.
• Comment on any challenges you have encountered & what solutions you have attempted.
• Discuss how your thinking on your topic has evolved.
• Roughly 200 words in length

Where was I? Where I am now? Where am I going?

What sources do you find helpful?

How have you evaluated your sources?

Have you adopted a structure for writing based on what the IB requires?

What do you need to do next?

Examples of Reflection Two

I was finding it hard to come up with a satisfactory counter to the question of accuracy and authenticity which feature prominently in modern readings of her work. Historians ranging from Edward Gibbon and John France to the more direct Howard-Johnson paper which completely challenges her authorship effectively negated my hypothesis entirely. Using Magdalino and Hill as a focus point, I re-read key sections of The Alexiad and mapped out her account against the policital events of Manuel I's reign and quickly discovered some interesting overlaps (building works, military campaigns, relations with the West, etc.). Though occasionally obscure and subtle, the criticisms emerge by means of an unspoken comparison which Byzantine readers of her account would have well understood. This approach is providing me with a suitable counter to the aforementioned criticisms. I have also begun structuring my work accordingly with sections devoted to historical context followed by a section on The Alexiad which compares and contrasts events from Alexius' time with those of Manuel's. I am considering a chapter on the historiographical tradition of Byzantium but may integrate it into the main body in the end.

Reflection Three- Looking Back

This final reflection should be written BEFORE the Viva Voce meeting. It should:

• Offer your final reflections on the process
• Discuss any achievements realized or challenges overcome
• Discuss elements that allowed you to complete the task that may not be readily apparent in the essay itself.
• Discuss any relevant ATL's (Approaches to Learning) that you have developed through the process & be ready to provide good examples.

Guiding Questions

What did you discover that surprised you?

Is writing the EE mainly about process or product AND why?

What would you have done differently and why?

What advice would you give to a student just beginning this process?

What have been the high and low points of the research and writing processes?

What would you have done differently?

What is the most important thing that you learned?

What was your greatest challenge and how did you overcome it?

What would you change if you did another EE?

What was the most valuable experience that you took away from the process?

What was your greatest challenge and what did you do to overcome it?

What IB learner profile attribute would you say helped you through the process (communicator, risk-taker, etc.)?

Would you like to continue reading on this topic?

What questions did this process raise?

What conclusions have you drawn about the topic?

Examples of Reflection Three

I am very pleased with how the essay has turned out. Skills wise, I had no problems with referencing which I picked up quickly though integrating source analysis did prove a challenge at times due to my narrative tendencies. I believe I've been able to challenge the orthodox interpretations of Anna's work as a piece of fantasy fiction at the hands of a disgruntled woman by showing that Anna was effectively using one of the few weapons still permitted her in her diminished political state- the power of words- to criticize the existing leadership. Hill's works proved of particular use to me as they examined female power in a broader context and thus gave me a framework for interpreting what Anna was able to do within the context of her time.

IB-provided exemplars of "Reflections on Planning and Progress"

• Lang. Lit. Examplar #1
• Lang. Lit. Exemplar #2
• Lang. Lit. Exemplar #3
• History Exemplar #1
• History Exemplar #2
• Psychology Exemplar
• Biology Exemplar
• Math Exemplar #1
• Math Exemplar #2
• Visual Arts Exemplar #1
• Visual Arts Exemplar #2
• World Studies Exemplar #1
• World Studies Exemplar #2

Reflection Sentence Starters and Key Words

Click here or on the image below to go to the list of sentence starters you can use to help you write up your reflections. Regarding word count, we recommend 100 words for first reflection, 200 words for second reflection, and 200 words for third reflection (roughly).

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• Support Sites

Extended Essay Support Site

Tok / ee matrix.

Marks from the EE are turned into grades, using the grade boundaries . The EE grade is combined with the TOK grade to determine the number of bonus points awarded, using the following 'matrix'. If you do not submit your extended essay on time (NS = Not Submitted) , or you do not submit your TOK essay on time you will not be awarded your IB Diploma. Failure to submit either will result in a failure to receive the Diploma.

Creativity, Activity, Service (CAS) is of course the third required component of the IB Diploma Programme 'core'. Besides earning grades for the EE and TOK, candidates must fulfil the requirements for CAS in order to receive their diploma.

So how many students are awarded bonus points on the average? These numbers vary from year to year, but generally speaking these are world averages. See the latest IB Statistical Bulletin for the most recent numbers.

3 bonus points = 8% 2 bonus points = 36% 1 bonus point = 26% 0 bonus points = 30%

Why are they called 'bonus' points (or previously 'additional' points)? The 24-point requirement for receiving the Diploma cannot be attained through bonus points but from the candidate's six subjects.

IB CompSci Hub

Extended Essay

Extended Essays in Computer Science are not easy to do. Computer Science is counted as an experimental science by the IB and thus requires you to do some kind of experiment in the realm of computer science and then report your findings.

As so few students attempt a CS EE every year, coming up with a ‘good’ CS EE topic will be half your struggle.

IB guidance on EEs

General IB Extended Essay

Specific IB EE Guidance on Computer Science

Topic guidance for Computer Science

EE mark scheme (new)

EE mark scheme guidance

EE mark scheme guidance (specifically for Computer Science)

RPPF form (must be included in final submission)

Examples of Topics 

Below are some examples of what topics our students have been doing recently (including the grade they received from the IB). Obviously, you cannot take any of these topics as it would flag as cheating; they are posted to give you an idea of the TYPE of topic that gets a good grade.

Past essays  

Because of plagiarism concerns, we cannot share any essays from past students on this site, but you are welcome to visit LD Anderson’s CS EE world site:  CS EE World