File - UAIS Research Site

Report
The Extended Essay
Student Training Workshop: October 15, 2014
Utica Academy for International Studies
The Diploma Programme
Nature of Extended Essay (page 4)
Required for IB diploma eligibility
 Externally assessed by IBO evaluators
 Roughly 3,500-4,000 words in length
 Chosen from current subjects and
preferably a current focus of study
 Total assessment points 0-36, of which a
grade between an A to E is awarded
 Represents 40 hours of work
 Topic agreed upon with supervisor

Nature of Extended Essay (cont.)
Involves collegiate, critical research
 Supervisor meetings totaling 4+ hours
 Apply analytical and evaluative skills,
terminology toward subject matter
 Supervisor submits a predicted grade and
a supervisor’s report to the IBO
 Concludes with the viva voce interview
 EE demands a “diverse range of sources”

Aims/Assessment Objectives (pages 5-6)
Plan carefully, leading up to proposed topic
 Develop a thoughtful research question
 Gather, interpret, present, and argue
information as it pertains to subject area
 Use the correct vocabulary and
argumentative style according to the
demands of the subject
 Apply analytical and evaluative skills in the
subject chosen

School Responsibilities (page 6)

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Train all supervisors and students
Provide students with qualified supervisor
Make general and subject-specific information
and guidelines accessible
Make students aware of how the EE fits into
program requirements
Provide recommended deadlines to all
supervisors and students
Provide learning and researching opportunities
Resolve all pending EE issues and questions
Ship all EEs out for external assessing
Supervisor’s Role (pages 6-8)
Use knowledge in subject area to provide
advice and guidance to students
 Helps define research question
 Aids in the research process
 Reads and comments on rough draft
 Submits a predicted grade to the IBO
 Conducts the viva voce with student
 Reports plagiarism, if suspected

UAIS supervisors should…
Spend 3-5 hours with you
 Work to ensure you’ve written a great
question
 Advise you on where to find materials
 Verify your sources
 Help troubleshoot when you are stuck
 Grade your rough draft and discuss it at a
conference
 Conduct a viva voce conference at end

UAIS supervisors should NOT…
Do research for you
 Tell you what sources to use
 Give specific advice on how to improve
your draft
 Correct bibliographies or citations
 Chase you down for meetings
 Re-teach you concepts in the subject
matter you should already know

Responsibilities of the Student (page 9)
Choose a topic of interest and invest the
time into your research question
 Observe and follow all EE regulations,
both general and specific
 Meet UAIS/Supervisor deadlines
 Communicate with your supervisor!

◦
◦
◦
◦
Attend meetings
Ask for help
Address emerging issues
Be honest and open!
Advice to Students: DO… (page 9)
Start early! Follow UAIS deadlines.
 Think and plan carefully your proposal
and your question
 Plan a schedule for yourself for
completing EE
 List every source on your bibliography as
you go
 Follow the rubric and final checklist UAIS
provides

Advice to Students: Do NOT… (page 10)
…forget to analyze/answer the question
 …ignore the EE rubric
 …waste time collecting date irrelevant to
your question
 …surf the Internet aimlessly, repeatedly,
with no discipline
 …show lack of discipline in citing sources
 …describe or report other information
 …cite sources that aren’t used in paper

Writing the Extended Essay (page 11)
Extremely precise structure
 Introduction should be written after body
 Abstract written absolutely last
 Main focus of essay is the body
 Sub-headings helpful in most subjects
 Include only relevant sources, citations all
present and consistent
 Evaluator not required to read references,
bibliography, or footnotes

*Coordinators should consult programme guide for passing eligibility.
Subject-Specific Areas
Where Can UAIS Students Write Their EEs?
Group 1 (English)
Film
Social and cultural anthropology
Group 2 (Spanish)*
Geography
Theatre
Group 2 (Mandarin)*
History
Visual Arts
Group 2 (French)*
Human Rights
World Religions
Group 2 (Japanese)*
Information technology in a global society
Biology*
Mathematics*
Chemistry *
Music
Classical Greek/Latin
Peace and conflict studies
Computer Science
Philosophy
Dance
Physics*
Design Technology
Politics
Economics
Psychology
Environmental systems and societies
*These subjects require teacher approval for student selection.
On the Record, From the IBO…




To qualify as a history EE, all events
discussed must take place ten years ago or
more
Group 2 EEs must be written in the language
for which it is being submitted and must
meet current teacher approval
Japanese: 1 word = approximately 2 Japanese
characters
Chinese: 1 word = approximately 1.2
Chinese characters
On the Record, From the IBO…
Students MAY NOT elaborate, overlap
with, or supplement an internal
assessment from a DYP class with their
EE choice
 No two students may write an EE posing
the same or nearly same question
 Students may further explore a question
studied in freshman or sophomore year,
or one never explored in any class
(though this is not recommended)

Off the Record from the IBO




Quality is important, but so is quantity. Getting as
close to the 4,000 word-count is important…
…except in math. A great paper can be 3,300 words.
But usually, 3,300 words will earn very low marks.
Certain subjects grade students unfairly according to
well-established IB schools. We have one femme-fatale
at the Academy: psychology.
Reports on other scientific reports in sciences score
very low. Experimental designs are frequently a musthave for a decent grade.
Off the Record from the IBO
(Overheard in a Cardiff Bar Exam)



If considering writing a group 2 essay, you’re required to
get a teacher signature. Don’t write one unless you
could score a 5 on the AP foreign language test.
Take the IBO’s advice here: “Choosing to write the
extended essay in a subject that is not being studied as
part of the Diploma Programme often leads to lower
marks.” This is not allowed at UAIS.
Do not choose a subject that you are just beginning to
have background in. This is not the time for beginner’s
exploration. This is a time for further exploration.
Subject-Specific Areas…Once Again
Where Can UAIS Students Write Their
EEs?
Group 1 (English)
Group 2 (Spanish)
Film
Social and cultural anthropology
Geography
Theatre
History
Visual Arts
Group 2 (French)
Human Rights
World Religions
Group 2 (Japanese)
Information technology in a global society
Biology
Mathematics
Chemistry
Music
Classical Greek/Latin
Peace and conflict studies
Computer Science
Philosophy
Dance
Physics
Design Technology
Politics
Economics
Psychology
Environmental systems and societies
Combined Role: The Iceberg Model
7/8 = Research Phase (Now-June 2015)
Student & supervisor work together to:
Explore and discuss ideas
Locate appropriate resources
Discuss readings and ideas
Develop a suitable research question
Supervisor monitors research progress
Represents 3-5 hours of work per student
Now until June
1/8 = Writing Phase (Jun. 2015-Dec. 2016)
Student works independently over summer to:
Write EE draft
Organizing your writing
Revision conference drives final draft of essay
Prepare the final EE
The UAIS EE Schedule
Provides internal & external due dates as
the IBO strongly recommends
 Builds in five mandatory in-school
meetings with supervisors
 Assignments are given at each meeting
and expected to be completed by the
student
 Vast majority of work completed before
senior year

The Research Process

Choosing a topic
◦ Attend UAIS subject-specific seminars for
information on EE guidelines for all subjects
on Friday, November 7th
◦ Brainstorm general ideas or attempts at
research questions, explaining why the topic is
of interest to you
◦ Submit proposals to the EE coordinator
(YEOKUM) on or before Monday, November
24th
Subject Preference Seminars
November 7th, morning session
 Attend all subject areas in your schedule
 Understand subject-specific guidelines
 Appropriate types of EE questions and
samples of topics and questions
 Receive helpful examiner comments
 Academic referencing style
 Q&A session with teachers

UAIS Process: Supervisor Selection
Students submit and rank two EE
proposals in two separate subjects; EE
coordinator collects by November 24th
 Full UAIS staff divides students according
to teachers’ expertise in proposed areas
and to balance staff responsibilities
 Supervisor-student pairings announced
mid December
 In-department changes made only when
student and both teachers in agreement

The Research Process

Discuss with your supervisor:
◦
◦
◦
◦
The location of materials for your topic
A proper academic referencing system
A general list of sub-headings for your paper
A developing list of EE reading for background
and information-gathering
◦ Internal UAIS deadlines
◦ Best times to meet or discuss the EE
EE and DP Intervention
Students are required to be proactive in
attending meetings, completing
assignments, and communicating struggles
 Reference DP Intervention form to
students
 Potential loss of group 2 or group 4 topic
if missed lab or draft date
 Will impact college application process

The Research Process

Once students have read more deeply in
their areas and assembled a stronger
background from which to work, they will
begin carrying out their investigation
through proper researching techniques that
are consistent, balanced, and organized.
Failure to buy in to this process looks like
this…
But I Looked It Up!
Referencing (pages 13-14)
Bibliography is NOT a Works Cited page,
but IB treats bibliography as such
 Bibliography: collection of references
 References: individual sources
 Citations: In-text parenthetical and
Footnoting documentation

The Research Process
…and results in this: Not Submitted
“If a candidate uses the work or ideas of
another person, the candidate must
acknowledge the source using a standard
style of referencing in a consistent manner.
A candidate’s failure to acknowledge a
source will be investigated by the IB as a
potential breach of regulations that may
result in a penalty imposed by the IB final
awards committee” (First Examinations
2013).
So, What About Those Grades?
Grades are not often released worldwide
by the IBO
 The latest information shows us the
following very interesting statistics, from
which many inferences can be drawn…

May 2013 World Statistics
UAIS EE Grade Comparison
Class of 2014
A: 7 (7%)
B: 22 (22%)
C: 51 (50%)
D: 17 (17%)
E: 4 (4%)
N: 1 (1%)
Int. Average 2013
A: 13%
B: 24%
C: 38%
D: 22%
E: 3%
N: N/A
Did you know…?

Published research
College course opt-out
 Instruct other college students
 Enter into Honors College

*Anecdotal evidence supplied by former UAIS students-results may vary and are not a guarantee for all
IB Extended Essay Supports Success
at U Va.
Key findings:
 The IB’s extended essay does have an effect on student’s research confidence and
willingness to engage in future research.

Former IB students felt strongly that the IB extended essay prepared them to
conduct various facets of the research process.

When compared with former AP students, IB students were significantly more likely
to indicate they:
◦
◦
◦
◦
◦

felt prepared for college-level coursework involving research.
had in fact executed a research project at U Va. took pride in their research.
intended to conduct future research.
found their research skills to be important to their future success.
felt supported, after completion of the extended essay, with skills such as gathering and evaluating evidence,
and writing and time management, and that they experienced reduced anxiety around writing.
A statistically significant relationship existed between extended essay scores and
first-semester and final semester college GPAs, after controlling for background
characteristics.
Released: 1/30/2013 9:00 AM EST
Embargo expired: 2/1/2013 12:00 PM EST
Source Newsroom: International Baccalaureate
What’s next?
Go to uaisresearch.com website:
• Tab: EE Preparations: meeting 1/2
• Click on link for EE guide
• Find and read all 6 of your IB courses subject
specific guides (those not offered at UAIS do not read)
•
•
Take notes on handout
Place back into folder
Good luck!
PM Training: November 7, 2014
Goals…
 Brainstorm ideas for proposals
 Address issues of building a researchable
topic and question
 Review important dates and handouts on
EE calendar
 Discuss winter and spring supervision
 Review the EE website as a resource
Parking lot questions:

Which year had the best/most A’s?
Graduating Class
2012
2013
2014

A
7
14
7
B
28
25
22
C
41
33
51
D
16
8
17
E
0
1
4
N
2
2
1
94
83
102
When doing English EE on a book, is it
necessary to cite the book over and over
again?
◦ YES!
Q & A continue:

Will your supervisor give you positive or
negative feedback, or just suggest
alternatives?
◦ All of the above

At the meetings will content be discussed?
◦ Yes

What topics can we do if we write in group
2?
◦ Hopefully this was covered at AM presentations
today
Q & A continue:

Would you be able to get English credits
for writing an EE in Group 2?
◦ Universities and colleges look at Writing/
Rhedoric/Composition – check with each
place if it qualifies
General vs. Subject-Specific Guidelines
General guidelines are broad requirements
for all essays: basic outline for each essay,
required components, word count, academic
honesty, purpose and aims, and so on
 Subject-specific guidelines are specific
considerations germane to writing in
sciences, English, history. These include
issues of style but also rules and restrictions
on what are acceptable questions.

Activity: Brainstorming EE Topics
Fold blank paper into thirds
 Label your favorite/strongest subjects
 Think of the lessons, issues, projects,
discussions, readings that you experienced
in these classes over the last two and a
half years. Particularly ask yourself which
ones…

Intrigued you
 Made you think you could do this for a living
 Made you talk nonstop
 Morally outraged you
 Broke your heart or disturbed you
 Open a whole new world to you
 Left you unsatisfied—there was more to
discover
 Made you read or investigate further
 Puzzled you—something that didn’t make
sense

Narrow Your Brainstorm
Cross out what’s impractical or
unanswerable or outside approved topic
areas
 Cross out what’s less promising,
interesting, impractical, unoriginal
 Look at what’s left and take it down
another level of specificity by posing a
question or stating, “I want to learn more
about/I want to find out
what/how/why…”

Topics of Interest…Good Examples

English: “I want to research the role of
racism in the Harry Potter series,”
developed into the question…

“To what extent does J.K. Rowling use
blood as a complex literary device in the
Harry Potter series to demonstrate the
negative impact of racism?”
Topics of Interest…Good Examples

History: A student who wanted to study
the changes that occurred in her family’s
homeland as a result of the fall of
communism…

“To what extent did the fall of
communism in Romania improve the lives
of Romanians in the 1990s?”
Topics of Interest…Good Examples

History: A student fascinated with the
first World War and modern warfare
submitted the following…

“How effective was the tank during the
First World War?”
Topics of Interest…Good Examples

Biology: “Can common kitchen appliances,
frequently exposed to gluten, be cleaned
through customary sanitation techniques
to prepare gluten-free food?”

Visual Arts: “How does the usage of
Fengshui in the design of Emperor Qin's
tomb accentuate ancient Chinese
spirituality of the afterlife?”
Glossary of Terms
IBO-produced terminology of definitions
 Called “qualifiers,” as they indicate the
direction of your essay, regardless of topic
 Help you avoid yes/no (close-ended)
questions
 The use of multiple ones can greatly
lengthen your essay
 It is important to check the definition of
yours before submitting for approval

Monday, November 24, 2014
Topic of interest form due
 Link to subject specific guides on the
uaisresearch.com website

CAS/EE Parent Contract
 Discussed
in early September at DP
parent night
 Required for parents to understand IB
core requirements and policies
 Specific requirements for group 2 and
group 4
Review of Upcoming EE Calendar
Topics of Interest Due by Nov. 24th in
the counseling office (box)
 Supervisor Decisions: Early December
 Supervisors Announced: By Dec. 15th
 First Conference Window: Jan. 5-21st
 Rubric Training sessions during lunch: Jan.
23rd and 27th
 Second Conference Window: Feb. 213th/23rd- 27th

The UAIS Research Website
uaisresearch.com
 Contains everything you will need:

◦
◦
◦
◦
Announcements and instructions
Rubrics for your subject area
Step-by-step researching techniques/handouts
Links to formatting guides (MLA, APA,
Chicago)
◦ Advice from IBO evaluators
◦ EE examples in your subject area
Supervisor Conference #1
January 2-17, 2014
 Prior to meeting Supervisors will inform you
of what to bring or what to complete, if
anything
 Varies somewhat by subject-area and
teacher, but focus is on topic and developing
a research question
 Student may be assigned background reading
 Student and teacher should confirm manual
style

Supervisor Conference #1: EE
Question Proposal Form
Printable on the UAIS Research website
 Step-by-step guide to formulating
research question
 Completed AFTER general topic is
approved
 Either due or assigned at first conference
 Must be signed by each student

Overlap of the EE and IAs

The IBO student handbook indicates that
any strategic move on the part of a
student that gives that student a “unfair
advantage over another student,” which
includes the use of one’s IA on the EE or
vice versa, will result in a case of academic
misconduct. Students should NOT write
on the same topics as for the EE as an IA
in that subject.
EE Training #3: Jan. 23rd & 30th
Lunches
Rubric training for all juniors
 Note-taking session and Q&A
 EE Supervisors offer advice for different
subject areas during own meetings

Supervisor Conference #2:
Feb. 2nd – 13th or Feb. 23rd – 27th
Discuss background reading as it pertains
to your developing question
 Solidify question; sign question proposal
 Discuss criterion “C” and finding sources
for material
 Agree on and set goals for spring
researching, especially due dates to avoid
intervention levels

Researching options to get you
started:
Local municipal library
 College/University libraries
 MEL or Questia database

◦ UCS student email = username case sensitive
 [email protected]
◦ Password= questia or changeme if you haven't
used this yet
Supervisor Conference #3:
Spring Research April 20th – 30th
Possible work assigned: outline, working
bibliography, histiography, note cards,
bringing in source materials, experimental
design, first 1,000-words of essay
 Bulk of research and work completed in
spring
 Evidence of EE work must be
demonstrated to supervisors prior to
summer vacation

Coordinator Communication
Coordinator announces reminders
through email (stu.uticak12.org)
 Remainder of site used to guide the
process, almost like an online classManagebac and UAISresearch.com
 Specific questions addressed through
supervisor, then coordinator

Summing Up…
Due Nov. 24th : Topics of Interest Form
 From this point forward, everything you
need is on the EE website…
 Once assigned to supervisor, complete
“EE Question Proposal Form” for Jan. 5th
– 21st interview (on EE website)

Summing Up…
Use “Glossary of Terms” into help
complete the Rough Draft Question
 Be prepared to discuss some ideas for
preliminary background reading (your
supervisor will help, but don’t come
empty-handed)

Next Time…
The EE Assessment Rubric
 Practicing Grading an EE in Your Subject
Area
 Deciphering the EE Rubric
 Understanding the Ins and Outs of the
Rubric

Reminder…
This powerpoint is
available on
uaisresearch.com.
Workshop #3: EE Rubric
Goals:
◦ To comprehend the oftentimes vague EE
rubric
◦ To understand how your EE rubric differs
from other subject areas
◦ To anticipate traps and struggles of students
in previous years you can and should avoid
EE Assessment Criteria (p. 15-16)
Provides overview of each criterion
assesses General rubric
 Forms the basis of the scoring rubric for
all subject areas
 Further advice on interpreting assessment
criteria provided within guidelines for
each subject provided in “Details—subject
specific” section found

Extended Essay Criteria
A
B
C
D
E
F
G
H
I
J
K
Total Points
Research Question
Introduction
Investigation
Knowledge/Understanding
Reasoned Argument
Apply Analysis & Evaluation
Appropriate Language
Conclusion
Formal Presentation
Abstract
Holistic Judgment
2
2
4
4
4
4
4
2
4
2
4
36
Extended Essay Grade Boundaries
A 29 – 36
B 23 – 28
C 16 – 22
D 8 – 15
E 0 – 7 (Failing Condition)
Criterion A: The Research Question
Stated and bolded in the introduction
 Correct diction, word by word
 Correct qualifiers: more often openended (why, how, to what extent,
compare-contrast, etc.) than closed (“yes”
or “no” answers okay for science)
 Meets “so what?” relevance
 Can/Must be answered in 3,500-4,000
words

Criterion B: Introduction
A prior-knowledge treatise
 Briefly state question in context by noting
relevance of author, event, time period,
artist
 Briefly states reasons for pursuing this EE
(use of “I” acceptable sparingly)
 Answers why this topic/question deserves
to be studied/answered in an EE
 Includes historiography
 Written after the body

See Drafting tab under UAIS RESEARCH site for tips
Criterion C: Investigation

Evaluation of sources/bibliography:
◦
◦
◦
◦
Appropriate number?
Is there balance of primary vs. secondary?
Groups 1, 2, 4, 6: emphasis must be on primary
Here, “imaginative” range of sources includes
interviews, museums, concerts, personal photos,
unique library trips
◦ For sciences, this criterion score rests on
discussion of methodology to demonstrate
reliability
Criteria D, E, F: The EE Body
The most difficult points to earn
 Maximum of 2/4 for D and E if research
question is marked at “0”

Criterion D:
Knowledge/Understanding of Topic
“Through writing, to what extent do I
show a reasonable expertise on the
subject to answer my question?”
 To earn a 3 or higher, the student must
locate the “academic context,” or the
place where current research sits and
work from that point forward, not revisit
tired material

Criterion E: Reasoned Argument
The single most difficult criterion
 “Is every paragraph working to answer
my research question, or is it just ‘there’?”
 “Does my argument build through
transition and flow, or is it choppy and
isolated?”

Criterion F: Application of Analytical
Skills Appropriate to the Subject
Paper avoids summary
 Analyses data, evidence, research
 English: “Am I analyzing but also judging
the author’s literary merit?”
 History: “Have I evaluated the reliability of
my sources somewhere in the paper?”
 Sciences: Please note specific
requirements on your rubric

Criterion G: Use of Language
Appropriate to Subject
Proper terminology to subject matter is
utilized
 Active voice throughout
 Elimination of wordiness (extensive
adverbs and prepositional phrases)
 Strong vocabulary
 History: absence of sweeping
generalizations

See Drafting tab under UAIS RESEARCH site for tips
Criterion H: Conclusion
NEVER a restatement of the introduction!
 A post-knowledge treatise
 States implications for further study
 Raises possible unresolved questions
 Notes any limitations of the essay/research
 How might this research be taken further?

See Drafting tab under UAIS RESEARCH site for tips
Criterion I: The Formal Presentation
Easiest criterion of the EE! 
 Evaluation of contents and order
 Check-off of bibliography elements
 Under 4,000 words
 Neatness, readability, appearance
 Sciences: additional requirements on
rubric
 No excuse for less than a 4!

Criterion J: Abstract
Written dead last and never discussed
 Maximum 300 words
 Three paragraphs, one for each purpose:

◦ State the research question studied
◦ State the method of investigation (how the
paper proceeds)
◦ Provides a brief summary of conclusions
(what was found/discovered)
**Training on this is in Fall of senior year
Criterion K: Holistic Judgment
Result of the viva voce and evaluator’s
opinion
 How hard did the student work?
 Special circumstances?
 Intellectual initiative?
 Above and beyond the call of duty?


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