1. The Extended Essay
THS Supervisors

2. Due Dates November 17th- 1st Draft January 28th- RPPF (Initial)
12th- 3rd Draft
19th- RPPF (Vive Voce)
December
31st- Final Submission to Mrs. Dhaliwal
8th- 2nd Draft
15th- RPPF (Interim)

3. Supervisor Expectations
3-5 Hours of Normal Supervision
While you cannot make detailed annotations on the text of the essay, it is quite legitimate to ask a number of pointed questions that will lead the student to go away and reflect on their work, for example:
Does the essay have a clear introduction that addresses the research question?
Does the essay comply with the requirements, including formatting?
Has the student referenced his or her work correctly?
I’m not sure I follow your argument here.
Are there any issues concerning academic integrity?
What did you mean—perhaps you can express this section more clearly?
Are you sure all your findings/data are accurate?
Are there some adjustments/changes that you might make to improve this essay?

4. CHANGES RATIONALE All research questions must be
posed as a research question.
Enables students to maintain their focus more easily throughout the essay and to make a judgment as to whether they have responded to the research question.
Reference to external sources or
supplementary information is not
permitted and examiners will not
access them.
The extended essay is an entity in itself and any argument made must be in the body of the essay. Supplementary information provided in the form of CDs or DVDs or links to external sources such as YouTube clips are not permitted and examiners will not refer to them.
The abstract will no longer be a
requirement of the EE.
The abstract will no longer be a formal requirement in response to feedback from teachers and examiners. Whilst the EE models an academic research paper, it does not mirror it. Writing an abstract is a skill that students can develop at a later stage in their respective studies. This decision also helps to mitigate the effects the introduction of criterion E might have on student workload.

5. CHANGES RATIONALE The use of footnotes, endnotes and
appendices is clarified.
The conditions under which work can be undertaken outside the school with an external mentor have been clarified.
Role of external mentors is clarified
Strong recommendations will be made in relation to fonts used, font size and line spacing for the EE. This is to promote the idea that the EE is an academic piece of work and as such should be formatted appropriately, including font choice.
Greater clarification will be given over the use of footnotes, endnotes and appendices to ensure parity across subjects. Additionally, this is to mitigate against students attempting to circumvent the word limit.

6. Format The use of 12-point, readable font Double spacing
Page numbering
No candidate or school name on the title page or page headers
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.)

7. Suggested organization
Introduction (Why the topic is worth further investigation)
Investigation (Research- Academic’s Findings)
Analysis (Answer to Question- Student’s Findings)
Conclusion

8. RPPF- Initial Mtg Research Question Research Topics Organization
Works Cited
Focused Writing Structure
Analysis!

9. RPPF- Interim MTG
Has the student encountered any obstacles/problems in the research process and how have you overcome them?
Is the research question clear and refined?
How has the student's understanding of the question/topic changed?
Are there any inconsistencies in the argument and analysis?
Is the argument well structured and coherent?
Has the student provided enough evidence to support a reasoned argument?
Has the student critically evaluated her or his research?
Can the student share his or her reflective space?

10. Vive Voce
The final essay is submitted and can be followed up with the viva voce. The supervisor should have read the final essay in preparation.
Can the student give examples from the Researcher's reflection space to show how they have grown as a learner through the process?
What research skills and/or conceptual understanding has the student acquired through the completion of the EE?
What other skills such as time management, decision-making or thinking skills has the student learned?
What has the student learned about the topic, the research process and their own learning and any new questions they have uncovered?
What does the student think were successes in this process?
What was the most rewarding aspect of the entire process?
How will this experience prepare the student for future work of this nature (in college or employment)?
What is the personal significance of the work they have done?

11. Helpful Links IB EE Homepage Subject Guides Assessed Student Work
Teacher Support Material
Ms. Xiques' EE Site