Extended Essay is...
- compulsory for all Diploma Programme (DP) students
- chosen from the list of available DP subjects
- a formal piece of academic writing with no more than 4,000 words plus a reflection form with no more than 500 words
- an independent research on a topic chosen by the student in cooperation with a supervisor in school
- the result of approximately 40 hours of work by the student
- concluded with a viva voce (third and final mandatory reflection session)
- supported by a supervision process of 3-5 recommended hours which includes three mandatory reflection sessions
- a requirement of a D grade or above to be awarded with a Diploma
- externally assessed and in combination with the grade for ToK, contributes up to the three points to the total score for the IB diploma
Researcher's Reflection Space (RRS) is...
- a space in which students are able to record reflections on what they are reading, writing and thinking
- a basis to complete the three mandatory reflection sessions found in the Reflection on Planning and Progress Form (RPPF)
- used to:
- record reflections
- respond to artifacts, such as photos, newspaper clippings, twitter feeds, blogs, etc
- respond to prompts and questions that may arise in the students' subject areas, TOK classes or other aspects of the DP
- create mind maps
- record emerging questions
Description of the Researcher's Reflection Space (RRS)
| Reflection Session |
Description |
| First reflection |
Students are encouraged to include RRS examples (e.g. initial topic exploration, possible sources and methods, preliminary research questions and personal reactions to the issues).
In attending the student's first reflection session with the supervisor, inclusions from the RRS can be used as the basis of discussions. It also demonstrates the student's progress throughout the research process.
|
| Interim reflection |
Students can demonstrate the progress of their thinking, the development of their argument and raise any questions they may have with their supervisor.
RRS may include reactions to readings, progress in the timeline for completion of the EE, a possible outline of arguments, setbacks encountered and the strategies to overcome them.
|
| Final reflection (viva voce) |
RRS may form the basis for questions and discussion about the process of completing the essay. Students may show what they have learnt about the topic, the research process, their own learning, as well as new questions they have uncovered. The RRS also highlights the personal significance of the work to the student and ultimately contribute to the supervisor's report.
|
Choice of Subject
It is advisable to choose the subject for the extended essay before deciding what topic or research question of the extended essay will be. The subject chosen for the extended essay does not have to be one of the subjects being studied by the candidate for the diploma, but care should be taken to choose a subject about which the candidate has sufficient knowledge, skills and interest.
Approved IB Subjects
| Group 1 |
Group 2 |
Group 3 |
Group 4 |
Group 5 |
Group 6 |
Interdisciplinary Subjects |
English*
Indonesian*
Korean*
(other languages) |
English*
Indonesian*
(other languages) |
Business Mgt*
Economics*
Geography
History
Digital Society*
Philosophy
Psychology*
Social and Cultural
Anthropology
World Religion |
Biology*
Chemistry*
Computer Science*
Design Tech.
Physics*
Sports, Exercise & Health Science |
Mathematics* |
Dance
Film
Music
Theatre*
Visual Arts* |
Environmental Systems & Societies*
Literature and performance
World Studies*
|
Note: Subjects with (*) means that they are offered at BINUS School Simprug.
Extended Essay Structure
- Title Page
- Table of Contents
- Introduction
- Body
- Conclusion
- Works Cited
- Appendices ( if applicable)
Specifications of the Extended Essay Structure
Title
Should include only the following information:
- Title
- Research question
- Subject for which the essay is registered (language essay should indicate the category)
- Word Count
| Note: The candidate's and school's name should not appear on the title page or on any pages. |
Table of Contents
- Outlines the main sections with corresponding page number
- Indicates the structure of the essay
- Sequence: after the abstract
Introduction
- Includes background information about the topic
- Indicates the significance of the topic, and why worthy of study
- States a clear and precise research question
Body (research, analysis, discussion and evaluation)
- Related literature (books, internets, journals, etc.)
- Methodology/Presentation (steps taken to conduct the study)
- Analysis/Interpretation/Findings
| Note: Any significant data that support the arguments must not be written in the appendices or endnotes/footnotes. The examiner will not read the notes or appendices. |
Conclusion
- Clearly stated
- Relevant to the research question
- Consistent with the evidence found in the essay
References
- Use Consistently the MLA referencing style
- List only the sources used in the essay
- Arrange sources in alphabetical order
Note: Regardless of the referencing style adopted by the school for a given subject, it is expected that the minimum information given includes:
- name of author
- date of publication
- title of source
- page numbers as applicable
- date of access (electronic sources)
|
Appendices
Appendices should be avoided except for the following:
- exemplars of interview/survey questionnaires and permission letters
| Note: Interviews should state the name of the interviewer, interviewee, date and place of interview. |
- poems or short stories (less than 3 pages), excerpts from newspapers, ads and transcripts of speeches
- external mentor letter
- raw data of statistical tables for experimental sciences
| Note: Students should not constantly refer to materials in appendix as this may disrupt the continuity of the essay. |
Extended Essay Format
- Word Count
- Maximum of 4000 words
| Note: : Examiners are instructed not to read or assess any material in excess of the word limit. An essay with more than 4,000 words will be compromised across all assessment criteria. |
- Inclusion and Exclusion of the word count
| Included |
Excluded |
| Introduction |
Table of contents |
| Body |
maps, charts, diagrams, annotated illustrations including their accompanying caption or heading
Note: if any of the above contain commentary or analysis, the words are counted within the word limit.
|
| Conclusion |
Tables |
| Quotations |
Equations, formulas and calculations |
| Footnotes and/or endnotes that are not references |
*Citations/references (whether parenthetical, numbered, footnotes or endnotes)
*Works Cited
*RPPF |
B. Format
|
Font type
|
Any readable and clear font
|
|
Font size
|
12
|
|
Spacing
|
Double spaced
|
|
Pagination
|
Numbered pages
|
|
Margin
|
Justified; one inch (left an right)
|
|
Acceptable file
|
type: DOC, DOCX, PDF, RTF
size: no more than 10 MB
|
MLA Referencing Style
BINUS SCHOOL Simprug uses the Modern Language Association (MLA) as a referencing style.Below is the format of how to reference sources in MLA.
A
A A. Books
Author. Title of Book. Publisher, Publication Date.
|
Lekanides, Kosta. Extended Essay Course Companion. Oxford, 2016.
|
B. Two or More Authors
- List the names in the order they appear on the title page.
- Only the first author’s name should be reversed: Last Name, First Name.
- Use a comma between the authors’ names. Place a period after the last author’s name.
- If there are more than three authors, name only the first and add et al., or give all the names.
|
Dominic, Joseph F, and Carl H. Frederiksen. Writing: 2. Erlbaum, 1981.
|
C. Journal Articles
Author(s). "Title of Article." Title of Journal, Volume, Issue, Year, pages.
|
Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta
Devi's Bashai Tudu." Tulsa Studies in Women's Literature, vol. 15, no. 1, 1996, pp. 41-50.
|
D. Newspaper Articles
Author. "Title of Article." Name of Newspaper Date, edition: Page(s). Print.
|
Krugman, Andrew. "Fear of Eating." New York Times, 21 May 2007, late ed., p. A1.
|
E. Website
Editor, author, or compiler name (if available). Name of Site. Version number, Name of institution/ organization affiliated with the site (sponsor or publisher), date of resource creation (if available), URL, DOI or permalink. Date of access (if applicable).
Note: When using the URL, be sure to include the complete address for the site except for the https://.
|
The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue U, 2008,
owl.english.purdue.edu/owl. Accessed 23 Apr. 2008
|
F. An Image (Including a Painting, Sculpture, or Photograph)
Artist's name, the work of art italicized, the date of creation, the institution and city where the work is housed. Follow this initial entry with the name of the Website in italics, and the date of access.
|
Klee, Paul. Twittering Machine. 1922. Museum of Modern Art, New York. The Artchive, www.artchive.com/artchive/K/klee/twittering_machine.jpg.html. Accessed May 2006.
G. How to cite AI Contribution
“Text of prompt” prompt. ChatGPT, Day Month version, OpenAI, Day Month Year, chat.openai.com/chat.
“Personalized learning often leverages technology to provide adaptive learning platforms.” prompt. ChatGPT, 13 Feb. version, OpenAI, 16 Feb. 2023, chat.openai.com/chat.
|
Award of Diploma Points
The total number of points awarded is determined by the combination of the performance levels achieved by the candidate in both the EE and ToK according to the matrix.
EE and ToK Matrix
How to Use the Matrix
For instance, a student who writes a “Good” EE (a grade of B) and whose performance in ToK is evaluated as “Satisfactory” (a grade of C) will be awarded 2 points.
Non-Submission of EE
A student who does not submit an EE will be awarded an ‘N’, will score no points and will not be awarded a diploma.
Failing Condition
Grade E in either the EE or ToK results in no diploma awarded for a candidate whose total score is below 27 points. A candidate must obtain at least a grade D in both these requirements in order for a diploma to be awarded.
Overview of the Extended Essay Assessment
|
Criteria
|
Contents
|
Mark
|
|
A
|
Focus and method
|
- Topic
- Research question
- Methodology
|
6
|
|
B
|
Knowledge and understanding
|
- Context
- Subject specific terminology and concepts
|
6
|
|
C
|
Critical thinking
|
- Research
- Analysis
- Discussion and evaluation
|
12
|
|
D
|
Formal presentation
|
|
4
|
|
E
|
Engagement
|
|
6
|
|
Total Marks
|
34
|
Extended Essay Descriptors
|
GRADE
|
DESCRIPTORS
|
|
A
|
- demonstrates sharp focus and good contextualization of the topic through very
- good knowledge and understanding
- a high level of organization and an effective ability to assemble evidence/
- data/information in an intelligent and academic way facilitating analysis and evaluation
- supported throughout by excellent communication using language appropriate to the subject
- clear insight and understanding leading to evidence of independent thinking; consistent, persuasive and effective argument.
|
|
B
|
- demonstrates focus and contextualization of the topic through good knowledge and understanding
- clear organization and structure and an ability to assemble evidence/data/information in an intelligent and academic way facilitating analysis and evaluation
- supported throughout by good communication using language appropriate to the subject
- some evidence of independent thought; some persuasive and effective argument.
|
|
C
|
- demonstrates a satisfactory focus and partial contextualization of the topic through satisfactory knowledge and understanding
- some degree of organization and structure and some ability to assemble relevant evidence/ data/ information
- supported throughout by satisfactory communication, generally using language appropriate to the subject
- work that is largely descriptive and with limited argument/analysis/evaluation
|
|
D
|
- demonstrates limited focus and contextualization of the topic which shows limited knowledge and understanding
- limited organization and structure and a limited ability to assemble evidence/data/ information
- hindered by unsatisfactory communication which generally does not use language appropriate to the subject
- work that is largely descriptive with little evidence of argument
|
|
E
|
- demonstrates a lack of focus and lack of contextualization of the topic which shows minimal knowledge and understanding
- minimal organization and structure and an inability to assemble appropriate evidence/ data/ information
- hindered by unclear communication which does not use language appropriate to the subject
- work that is ineffectively descriptive or irrelevant to the topic; no evidence of argument
|
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