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Braeburn Garden Estate Extended Essay Guide

Diploma 2018IB Coordinator: Mr.Andrew Sjoberg andrew.sjoberg@braeburn.ac.ke

Librarian: Mrs. Monicah Njogu, monicah.njogu@braeburn.ac.ke

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Introduction The IB Diploma program is filled with challenges that push you to be a better student and a better citizen of the world. You are about to embark on another one of them - the extended essay.

Many students who return to BGE from university to visit teachers say that the extended essay is one piece of the IB puzzle that really gave them an advantage over other students. While your peers are running around frantically in their first year of University trying to figure out how to conduct academic research, you, as a former IB student with experience in writing IA’s and an extended essay, will breeze through with the skills you have built.

The extended essay is a requirement for an IB diploma. It is in the center of the curriculum circle along with TOK and CAS hours. It is not tied to any single class. It is instead intended to be an independent research project in an IB subject of your choice that you conduct with the guidance of a supervising teacher. The process is intended to promote high-level research and writing skills, intellectual discovery and creativity.

If a student gains an “E” in either component 28 points overall will be required to pass the IB Diploma (not 24 points as is usual). A grade “A” in one of the components earns an extra point even if the other is a grade “E”. An “E” grade in both the Extended Essay and Theory of Knowledge means an automatic failure of the IB Diploma.

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Deadline Supervisor Responsibilities

Student ResponsibilitiesPlease check ManageBac regularly to remind

yourself about EE deadlines!Feb 2017 Look for list of students who

requested you as a supervisor. Let Mr.Sjoberg

know if there are any issues with the proposed list ASAP.

If you do not let me know differently, the list will

become final mid February.

• Read this direction booklet in its entirety!• Read the subject area directions for the

subjects you are interested in writing about

• Decide upon a general subject area for your essay• Decide upon 3 possible supervisors in that subject area• Fill out the Subject and Supervisor Request

Form. No supervisor will be assigned until you do this!

Early Feb Plan a date and time for your first meeting with

your students (or individual times if preferred). They

should make contact with you by today.

By Feb 18th, make contact with your supervising teacher inperson and find out when you will have your first meeting. THEY ARE NOT RESPONSIBLE FOR FINDING YOU! Make sure they have any information they need to contact you throughout the process.Mid Feb SUPERVISOR CONTACT

#1: Initial Planning ReflectionsNARROWING GENERAL TOPICS & UNDERSTANDING EXPECTATIONS• Help students to

finalize subjects and narrow topics

• Tell them expectations and how to communicate with you

• Go over the RUBRIC in this booklet with them

• Assist with resource ideas

Discuss reflections and RRS and

expectations for student to enter

these on ManageBac

Planning and Progress form and

Types of questions you may ask yourself;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?

Evidence to include in your Researchers Reflection Space (RRS); Mind map®, Annotated section of the Extended essay guide, Annotated bibliography, Annotated photograph, newspaper article, and so on

Attend your first meeting with your supervisor to discuss the general subject area that you would like to research. Be prepared to narrow

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Continue to direct candidates in finding resources for background research

Older sample essays from the IB 50 Excellent extended essays series can also be found here https://extendedessays.wikispaces.com/

Finding academic books and journals should be your priority but online resources can supplement your proposed bibliography. If you don’t know enough about your chosen topic, you cannot formulate a possible research question. THIS IS VERY IMPORTANT!

Online Resources access - https://www.questiaschool.com/username: your school email addresspassword: Questia

http://online.sagepub.com/End of Feb SUPERVISOR CONTACT #2 : APPROVE RESEARCH QUESTION This can be an e-mail or group meeting if you choose. Your goals:

• Student tells you their proposed research question.

• Check that the research question would lead to a thesis that is appropriate for an EE

• Work with them

Meet with /contact your supervisor via e-mail to share and discuss proposed research question.

• Once your RQ has been approved enter it into ManageBac along with your preliminary Bibliography. This is due by March 6th, but you can submit it as soon as it is approved!

• Significant changes to the research question will need to be reapproved throughout the process.

BACKGROUND READING STAGE

REFLECTING THROUGHOUT THE RESEARCH PROCESS

Ensure students have the begun recording reflections to support their RRS and to prove

to you that they are undertaking the necessary

research

REFLECTING THROUGHOUT THE RESEARCH PROCESSTypes of questions you may ask yourself;What have I learned about my subject area so far?What questions are emerging? Are these similar or different to my initial questions?Given the initial reading I have undertaken on the subject, is my research question appropriate for the subject I am submitting my EE in? Is my research question manageable within the word limit of the EE?Will my research question allow me to think critically about the topic I am researching? If it suggests a descriptive response, how might I need to change it to allow for more critical thinking? Are there any challenges that I need to overcome in order to achieve my desired outcomes?

Deadline Supervisor Responsibilities

Student Responsibilities

End of March

SUPERVISOR CONTACT #3:BACKGROUND KNOWLEDGE CHECK This will most likely be an e-mail. Your goals:• Provide assistance in

finding good background reading

• Check on their progress – encourage all students to set up a Researcher’s Reflection Space (compulsory for WSEE)

• Speak with or e-mail your supervisor to talk about what you have read and how it relates to your chosen topic. Make sure you are recording where your information comes from (title of source and page number/ date accessed if from internet) so that you can reference everything as you put together your EE.

• Get their recommendations for further reading. This discussion will become a talking point for the final reflection that your supervisor comments on and will impact your Mid April Locate at least 8 possible sources (which will probably require you to locate and read 20 sources to find 8 good ones) that you could use for your paper.

• Create a rough outline for your paper. This is subject to change as you continue to research, but it is a starting point.

• This should be working towards including an introduction that outlines the method and scope of your research ie what kind of research is involved ‘quantitative’ or ‘qualitative’ and why? What parameters have you set to make the topic manageable and conclusions achievable?

• Try to identify paragraph headings which will introduce stages or themes that will need to be tackled in order to reach conclusions. Include bullet points of information within each paragraph (remember to End of

April SUPERVISOR MEETING #4SOURCE AND OUTLINE CHECK• Review their 8+ sources

and assist them with determining if they have chosen good ones.

• Make sure that they are staying within their chosen topic.

• Check their outline and assist them with

Meet with your supervisor to discuss your progress. Show them the 8 sources that you have located so far to see if you appear to be on the right track. Provide your supervisor with an outline of your proposed paper.

Mid May Supervisors submit progress report to IB Coordinator

Continue to work on your ‘detailed final plan’

End of May

At this stage the introduction should be about one side of typed A4 although the final version will probably be shorter than this. You should expect their detailed plans to include Paragraph headings followed by bullet points of the types of information they will be looking to include in each paragraph - probably about half a page of typed notes per paragraph at this stage (probably a minimum of 4

Continue to work on your ‘detailed final plan’ • The introduction should really state the context and significance of the topic and how the investigation will be carried out, ie what types of sources and why those used; • a basic outline of the knowledge that will need to be gathered and what is the academic context ie what similar kinds of (academic) work have been carried out before; • an outline of the logical argument that will be developed ie what the two (or more) sides of 'debate' are concerning the topic and a rough idea of how a logical progression of ideas can be followed to reach the conclusion; • what analytical and evaluative skills will be

INTERIM: WRITING STAGE

REFLECTING THROUGHOUT THE RESEARCH PROCESS

Ensure students are logging reflections on the ManageBac EE Journal page so that you can review them prior to the final meeting before the summer break

Types of questions you may ask yourself; Do I have sufficient data/information to begin formulating an argument? If I do not have sufficient data/information, how will I go about resolving this? Can it be resolved? To what extent does the data/information I have relate to my proposed research question? Given the data/information I have collected, do I need to reformulate my research question? Has the data/information collected taken me in an unexpected direction? Do I want to change course now? Is it too late? Are there still questions/issues that I am unclear how to resolve? Am I keeping to a schedule with the writing process?

Evidence to include in your Researchers Early June

SUPERVISOR MEETING #5REVIEW OF COMPLETED DETAILED OUTLINE• Review their completed

detailed outline.• Make sure that they are

staying within their chosen topic and that their plan will allow them to complete the first full draft over the summer.

COMPLETED DETAILED OUTLINE SUBMITTED BY JUNE 8TH

This is the MINIMUM! Supervisors are not required to be at your disposal all summer, which is why we started this process early. They will put forth their best effort to answer questions via e-mail, but if you have not met all of your deadlines to this point you risk going in the completely wrong direction over the summer when you are on your own!

Mid June Report progress to IB Coordinator.

End of year exams taking place until last week of term which will be your final opportunity to make sure you are on track before the summer break.

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Deadline Supervisor Responsibilities

Student ResponsibilitiesSummer Break

If possible choose 1 day per week that you could check your e-mail to answer questions.

Complete your entire complete first draft including an abstract, table of contents and works cited.Know that any significant changes in your research question

FINAL: WRITING STAGE

REFLECTING THROUGHOUT THE RESEARCH PROCESS

Types of questions you may ask yourself;Do I have a reasoned argument that can be sustained throughout the essay?Am I able to make coherent links between different points made and the evidence presented?To what extent have I answered my research question?What reasons may have affected my ability to answer my research question?If I have been selective in the evidence presented in my essay, can I justify my choices?Is there a clear summative conclusion, and does this reflect the discussion that has taken place? To what extent do I think I have fulfilled the expectations of the extended essay as a task? Has my research resulted in me changing my perspective or views on the topic in question? What strategies have I employed that have worked particularly well at this stage of the

Early September

Electronically submit your COMPLETE 1st draft to ManageBac by end of week 1 Term 1 September

Make sure your essay is in ONE FILE in the following order:

• title page• abstract• table of contents• the body of your paper• works cited

Deadline Supervisor Responsibilities

Student ResponsibilitiesMid September

SUPERVISOR MEETING #6FEEDBACK MEETINGRead and evaluate the student’s draft based on the IB EE rubric for their subject (plus checklist if for WSEE). Meet with the student to discuss areas for improvement.

Contact your supervisor to find out when they will be able to meet with you for feedback. Meet with your supervisor and go over suggested revisions. Remember that the supervisoris there to guide you and tell you what areas you need to look at. It is suggested that you take your own printed copy of your paper and mark it up as they tell you what corrections to make! Pay close attention to issues related to citation and subject as they can both cause failing conditions for your paper and/or risk your diploma.

During late September and

Spend time making suggested revisions. If you are able to, it is STRONGLY recommended that you complete revisions quickly and submit your final EE early to avoid any technical glitches (like the printer not working or your network connection not allowing you to upload).October

24th FINAL EE DEADLINE OCTOBER 24th Students must submit one final printed copy and one electronic copy of the paper

The printed copy is handed in to your supervisor (Please print on both sides to save trees!) If a final version of the essay has not been sumitted by this deadline the student will be put on probation from the IB Diploma Program and will be October

27th Extended Essay completion ‘celebration’

DO SOMETHING NICE TO SHOW YOU APPRECIATE THE HELP OF YOUR SUPERVISING TEACHER!!

VIVA VOCE VIVA VOCE To what extent has my thinking been confirmed or changed about my chosen topic as a result of my

research? What strategies did I employ that proved particularly effective in the research

process? What skills have I developed and how might these be useful in the future? What

improvements might I suggest to my own working practices? How might different research strategies Early

November

SUPERVISOR MEETING #7/VIVA VOCE:This is where you are talking tostudents about what they learned from the process, your thoughts on what they learned and if their work is free of plagiarism. You could attach the transcript of the VV with the final coversheet. Read the final paper and give it a final predicted

Contact your supervisor to set up an appointment for your last meeting. This meeting is very important because it is your last conversation with your supervisor before they validate your work for submission to IBO.

Extended Essay is sent to IBO for grading early 2017.

Assessment CriteriaCriterion A: Focus and methodThis 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.

Level Descriptor of Strands and Indicators

0 The work does not reach a standard outlined by the descriptors below.

1-2The topic is communicated unclearly and incompletely.

Identification and explanation of the topic is limited; the purpose and focus of the research is unclear, or does not lend itself to a systematic investigation in the subject for which it is registered.

The research question is stated but not clearly expressed or too broad.

The research question is too broad in scope to be treated effectively within the word limit and requirements of the task, or does not lend itself to a systematic investigation in the subject for which it is registered.

The intent of the research question is understood but has not been clearly expressed and/or the discussion of the essay is not focused on the research question.

Methodology of the research is limited. The source(s) and/or method(s) to be used are limited in range given the

topic and research question. There is limited evidence that their selection was informed.

3-4

The topic is communicated. Identification and explanation of the research topic is communicated;

the purpose and focus of the research is adequately clear, but only partially appropriate.

The research question is clearly stated but only partially focused. The research question is clear but the discussion in the essay is only

partially focused and connected to the research question. Methodology of the research is mostly complete.

Source(s) and/or method(s) to be used are generally relevant and appropriate given the topic and research question.

There is some evidence that their selection(s) was informed. If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion.

5-6 The topic is communicated accurately and effectively. Identification and explanation of the research topic is effectively

communicated; the purpose and focus of the research is clear and appropriate.

The research question is clearly stated and focused. The research question is clear and addresses an issue of research that is

appropriately connected to the discussion in the essay. Methodology of the research is complete.

An appropriate range of relevant source(s) and/or method(s) have been applied in relation to the topic and research question.

There is evidence of effective and informed selection of sources and/or methods.

Criterion B: Knowledge and understanding This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question, 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.

Level Descriptor of Strands and Indicators

0 The work does not reach a standard outlined by the descriptors below.

1-2 Knowledge and understanding is limited. The selection of source material has limited relevance and is only

partially appropriate to the research question. Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and

mostly descriptive with sources not effectively being used. Use of terminology and concepts is unclear and limited.

Subject-specific terminology and/or concepts are either missing or inaccurate, demonstrating limited knowledge and understanding.

3-4 Knowledge and understanding is good. The selection of source material is mostly relevant and appropriate to

the research question. Knowledge of the topic/discipline(s)/issue is clear; there is an

understanding of the sources used but their application is only partially effective.

Use of terminology and concepts is adequate. The use of subject-specific terminology and concepts is mostly accurate,

demonstrating an appropriate level of knowledge and understanding. If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion.

5-6 Knowledge and understanding is excellent. The selection of source materials is clearly relevant and appropriate to

the research question. Knowledge of the topic/discipline(s)/issue is clear and coherent and

sources are used effectively and with understanding. Use of terminology and concepts is good.

The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective knowledge and understanding.

Criterion C: Critical thinkingThis criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the research undertaken.

Level Descriptor of Strands and Indicators0 The work does not reach a standard outlined by the descriptors

below.

1-3The research is limited.

The research presented is limited and its application is not clearly relevant to the RQ.

Analysis is limited. There is limited analysis. Where there are conclusions to individual points of analysis these are

limited and not consistent with the evidence. Discussion/evaluation is limited.

An argument is outlined but this is limited, incomplete, descriptive or narrative in nature.

The construction of an argument is unclear and/or incoherent in structure hindering understanding.

Where there is a final conclusion, it is limited and not consistent with the arguments/evidence presented.

There is an attempt to evaluate the research, but this is superficial. If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than three marks can be awarded for this criterion.

4-6

The research is adequate. Some research presented is appropriate and its application is partially

relevant to the Research question. Analysis is adequate.

There is analysis but this is only partially relevant to the research question; the inclusion of irrelevant research detracts from the quality of the argument.

Any conclusions to individual points of analysis are only partially supported by the evidence.

Discussion/evaluation is adequate. An argument explains the research but the reasoning contains

inconsistencies. The argument may lack clarity and coherence but this does not

significantly hinder understanding. Where there is a final or summative conclusion, this is only partially

consistent with the arguments/evidence presented. The research has been evaluated but not critically.

7-9The research is good.

The majority of the research is appropriate and its application is clearly relevant to the research question.

Analysis is good. The research is analysed in a way that is clearly relevant to the research

question; the inclusion of less relevant research rarely detracts from the quality of the overall analysis.

Conclusions to individual points of analysis are supported by the evidence but there are some minor inconsistencies.

Discussion/evaluation is good. An effective reasoned argument is developed from the research, with a

conclusion supported by the evidence presented. This reasoned argument is clearly structured and coherent and

supported by a final or summative conclusion; minor inconsistencies may hinder the strength of the overall argument.

The research has been evaluated, and this is partially critical.

10-12The research is excellent.

The research is appropriate to the research question and its application is consistently relevant.

Analysis is excellent. The research is analysed effectively and clearly focused on the research

question; the inclusion of less relevant research does not significantly detract from the quality of the overall analysis.

Conclusions to individual points of analysis are effectively supported by

the evidence.Discussion/evaluation is excellent.

An effective and focused reasoned argument is developed from the research with a conclusion reflective of the evidence presented.

This reasoned argument is well structured and coherent; any minor inconsistencies do not hinder the strength of the overall argument or the final or summative conclusion.

The research has been critically evaluated.

Criterion D: PresentationThis 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.

Level Descriptor of Strands and Indicators0 The work does not reach a standard outlined by the descriptors

below.

1-2 Presentation is acceptable. The structure of the essay is generally appropriate in terms of the

expected conventions for the topic, argument and subject in which the essay is registered.

Some layout considerations may be missing or applied incorrectly. Weaknesses in the structure and/or layout do not significantly impact

the reading, understanding or evaluation of the extended essay.

3-4 Presentation is good. The structure of the essay clearly is appropriate in terms of the expected

conventions for the topic, the argument and subject in which the essay is registered.

Layout considerations are present and applied correctly. The structure and layout support the reading, understanding and

evaluation of the extended essay.

Criterion E: EngagementThis 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, and is based solely on the candidate’s reflections as detailed on the RPPF, with the supervisory comments and extended essay itself as context.

Level Descriptor of Strands and Indicators

0 The work does not reach a standard outlined by the descriptors or a RPPF has not been submitted.

1-2 Engagement is limited. Reflections on decision-making and planning are mostly descriptive. These reflections communicate a limited degree of personal

engagement with the research focus and/or research process.

3-4 Engagement is good. Reflections on decision-making and planning are analytical and include

reference to conceptual understanding and skill development. These reflections communicate a moderate degree of personal

engagement with the research focus and process of research, demonstrating some intellectual initiative.

5-6 Engagement is excellent. Reflections on decision-making and planning are evaluative and include

reference to the student’s capacity to consider actions and ideas in response to challenges experienced in the research process.

These reflections communicate a high degree of intellectual and personal engagement with the research focus and process of research, demonstrating authenticity, intellectual initiative and/or creative approach in the student voice.

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BGE Extended Essay Contract

(Hand in to Mr.Sjoberg, the IB Coordinator. You will not be assigned a supervisor until this form is handed in and you have filled out a supervisor request f o r m . If your choice of supervisor is

already full by the time yours is turned in, you will be assigned a different supervisor.)

Name of Candidate As a student writing the extended essay…

I understand that I have the right to:

• Have clear guidelines about the formal presentation of the EE and marking criteria from the Supervisor• Receive guidance and support during the research process from my EE supervisor• Receive subject specific advice from my EE supervisor• Receive verbal comments on my draft essay

I understand that I also have the responsibility to:• Make and keep appointments with my EE supervisor• Work around my EE supervisor commitments• Work steadily throughout the period and keep to deadlines• Consult my EE supervisor as soon as I realize I have a problem• Check all grammar, punctuation, spelling etc (DON’T rely on the spellchecker)• Avoid plagiarism and malpractice by utilizing appropriate citations• Upload my paper to turnitin.com and check for citation errors before submission• Spend about 40 hours in total on this work.

I have read and understand the regulations and guidelines for the International Baccalaureate Extended Essay. I will adhere to the regulations and guidelines and the deadlines prescribed in the contract. I understand that I must complete the extended essay in order to continue enrollment in the IB Diploma curriculum, have references written based on IB candidacy and be registered for IB Diploma exams. I understand that if the essay is turned in late (after September 1st), I will be put on probation from the IB Diploma Program and will be subject to a review of performance which may result in me dropping to the IB Certificate qualification.

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Date Student Signature

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BGE EE PARENT Contract

(Hand in to Mr.Sjoberg in the IB Office.)

As a parent of a student writing the extended essay I understand that:• The IB Extended Essay is a requirement for an IB Diploma.• The IB Extended Essay is intended to be an independent research project

completed by the student. IB places limits on what and how any adults can help an IB candidate with their Extended Essay. Parents and other adults should be careful to not do extensive editing or revision of portions of their student’s paper.

• The student has an EE supervisor they can use as a resource, but the student is responsible for taking the initiative in getting help and understanding all requirements. If the student never contacts the EE supervisor or meets deadlines, it is not the EE supervisor’s responsibility to chase him or her down.

• The student is expected to spend approximately 40 hours outside of school on this work.• The student is expected to meet all deadlines in order to stay in good standing with IB.• The student will need to consult academic works and may need to go to libraries or

conduct fieldwork etc. on their own time.• The student will be expected to complete the majority of the project over the summer.• If the student fails to meet with his or her supervisor, the paper will not be submitted to IBO.

EE supervisors Agree To:• Be accessible for consultation on a scheduled basis• Provide subject specific guidance• Provide verbal feedback on draft versions of the essay• Conduct scheduled meetings and a final interview (Viva Voce), but the student is

responsible for initiating contact and asking for help.• Spend approximately 3-5 hours total mentoring and evaluating the extended essay

I have read and understand the regulations and guidelines for the International Baccalaureate Extended Essay. I will offer my parental support to see that my child adheres to the regulations and guidelines and the deadlines prescribed in the contract. I understand that students must complete the extended essay in order to continue enrollment in the IB curriculum, have references written based on IB candidacy and be registered for May IB Diploma exams. I understand that if the essay is turned in late (after September 1st), my child will be put on probation from the IB Diploma Program and will be subject to a review of performance

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which may result in them dropping to the IB Certificate qualification.

Date Parent Signature