General+EE+information

Understanding the nature of the extended essay
 * the extended essay is designed to allow students to extend themselves in an academic area they find personally stimulating
 * it provides students with the opportunity to select information and generate a response to it.
 * the extended essay requires not only the generation of ideas (researching, selecting, writing the essay) but is also about aligning knowledge outcomes (the assessment criteria)
 * it prepares students for university studies where such independent research is not only valued, but expected. As such, the extended essay teaches the student how to write an argumentative/analytical essay regardless of discipline

Extended Essay Skills
 * Develop a focussed research question
 * Communicate validity of research question and availability of resources with mentor
 * -Plan short term deadlines for completion of various activites
 * -Collect, analyse and interpret primary data
 * -Collect, analyse and interpret secondary data
 * Communicate in a professional manner with sources of primary data
 * Present primary and secondary data in written, graphical and tabular format

Assessment Criteria (Source IBO http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/19/part/3/chapter/7.html) A: research question <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">(Objectives 1 and 2) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the aim of the essay will normally be expressed as a question and, therefore, this criterion is called the “research question”. However, certain disciplines may permit or encourage different ways of formulating the research task. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">B: introduction <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">(Objectives 1 and 5) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">This criterion assesses the extent to which the introduction makes clear how the research question relates to existing knowledge on the topic and explains how the topic chosen is significant and worthy of investigation. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Writing the introduction <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;"> The introduction should include the following information: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Regardless of what it covers, the introduction should be concise, exact and relevant. A paragraph can be sufficient although this not necessarily the rule. Some subjects are complex and need some context to be included before the introduction can achieve its purpose. A survey of extended essays show that introductions can range from one paragraph to four paragraphs. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The first point allows the students to express their interest in the topic and provides a personal dimension that is usually appreciated by the examiners. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The second point can be confusing. This point is to explain how the research question is appropriate for economic analysis. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The third point provides an opportunity for the student to communicate why they chose a particular focus that might be narrow and reinforce to the examiner why the essay is on that topic. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">A hypothesis can also be stated here although it is not absolutely necessary. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">C: investigation <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">(Objectives 1 and 3) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">This criterion assesses the extent to which the investigation is planned and an appropriate range of sources has been consulted, or data has been gathered, that is relevant to the research question. Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">What data/information should be collected? <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">There is a wide variety of data/information which is considered appropriate within the context of an extended essay in economics or BM. This can include original data, which is either self-generated through the use of surveys, questionnaires or interviews or other primary sources of data. "...In some cases candidates made an earnest attempt to collect primary data through interviews or surveys but used poor questioning techniques, which resulted in data which was superficial and not able to be related to economic theory, or was statistically invalid." (Extended essay report - May 2003 in Economics) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">It is important that relevant questions are asked in questionnaires which will elicit appropriate economic analysis and help the candidate answer the research question. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Internet data banks are suitable sources of data and textbooks are often used to provide the appropriate economic theory. Information can come from books, magazines, newspapers, tables, charts and/or maps. All is relevant and it is how the data/information is used to form an argument that answers the research question that is important. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">How should the data/information be presented? <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The data/information can be displayed in a variety of presentation methods. These include, for example, the use of charts, diagrams, and/or tables. The relevant data which will be analyzed should be included as part of the extended essay text and not included in the appendices. This makes it easier for the examiner to see what the student is analyzing. It is not sufficient just to present the data in a "pretty" chart. It must be used as evidence to support an argument being made by the student. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">"Data included is of little value unless analysed through the exercise of clear, logical economic reasoning using, where appropriate, statistical and graphical techniques. The results should then be evaluated, trends determined, preliminary conclusions drawn and further questions proposed." <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Extended essay guide, (p. 66) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Note that BM EEs can mainly use Secondary research.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Achievement level || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Descriptor ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">0 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The research question is not stated in the introduction or does not lend itself to a systematic investigation in an extended essay in the subject in which it is registered. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">1 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The research question is stated in the introduction but is not clearly expressed or is too broad in scope to be treated effectively within the word limit. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">2 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The research question is clearly stated in the introduction and sharply focused, making effective treatment possible within the word limit. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Achievement level || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Descriptor ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">0 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Little or no attempt is made to set the research question into context. There is little or no attempt to explain the significance of the topic. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">1 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Some attempt is made to set the research question into context. There is some attempt to explain the significance of the topic and why it is worthy of investigation. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">2 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The context of the research question is clearly demonstrated. The introduction clearly explains the significance of the topic and why it is worthy of investigation. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">an indication of why the topic chosen is interesting, important or worthy of study
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">some background information and an attempt to place the topic in an appropriate context
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">an indication of whether the topic has been narrowed to a focus of more manageable proportions
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">a clearly and precisely stated research question
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Achievement level || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Descriptor ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">0 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">There is little or no evidence that sources have been consulted or data gathered, and little or no evidence of planning in the investigation. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">1 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">A range of inappropriate sources has been consulted, or inappropriate data has been gathered, and there is little evidence that the investigation has been planned. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">2 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">A limited range of appropriate sources has been consulted, or data has been gathered, and some relevant material has been selected. There is evidence of some planning in the investigation. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">3 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">A sufficient range of appropriate sources has been consulted, or data has been gathered, and relevant material has been selected. The investigation has been satisfactorily planned. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">4 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">An imaginative range of appropriate sources has been consulted, or data has been gathered, and relevant material has been carefully selected. The investigation has been well planned. ||

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">D: knowledge and understanding of the topic studied <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">(Objectives 3 and 7) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. “Academic context”, as used in this guide, can be defined as the current state of the field of study under investigation. However, this is to be understood in relation to what can reasonably be expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to relate the investigation to the principal lines of inquiry in the relevant field; detailed, comprehensive knowledge is not required. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">E: reasoned argument <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">(Objectives 1 and 4) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">This criterion assesses the extent to which the essay uses the material collected to present ideas in a logical and coherent manner, and develops a reasoned argument in relation to the research question. Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">F: application of analytical and evaluative skills appropriate to the subject <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">(Objective 7) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">G: use of language appropriate to the subject <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">(Objective 6) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">I will address criteria D-G together. These are subject specific criteria and look at the integration of Economics and Business theory into the essay. What theories are relevant. How are they applicable and what are there limitations? <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The key to the student developing a sustained argument is to understand the meaning and implications of: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The skill of economic analysis requires the student to examine the data/information gathered by applying economic concepts and theories. Students should integrate relevant economic theory with the evidence obtained through the research. An essay that delivers the theory as a discreet, separate section of the essay and does not apply it to the specific research question is unlikely to be successful in terms of analysis using the theory. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The skill of evaluation requires the students to show critical awareness of the validity of their information and the possible limitations of their argument. The essay must note any assumptions that have been made in establishing the argument and in reaching the conclusion. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Diagrams should only be included as part of the argument if there is evidence to support their relevance to the question. For example, an essay looking at a non-collusive oligopoly should not include a kinked demand curve if there is no evidence of this behavior associated with such a curve. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">If theories or diagrams are included that are not supported by evidence, then the candidate should note that the situation could be explained by theory but there is not evidence to firmly prove this. For example, if a candidate observes that a firm is operating in a monopolistically competitive market and is not making abnormal profits but does not have proof of this, then the explanation should make clear that it is an assumption and that it has not been empirically proven. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Students must also be encouraged to note the limitations of their conclusions. For example, essays which are testing the theory of elasticity should not use surveys which ask, "How would you respond to buying X is the price rose by 10%?" This is purely hypothetical and should be noted by the student. It would be more appropriate to carry out a test which actually changed the price of X to see how the quantity demanded was affected. Interviews and surveys must be considered to be valuable, but the students must consider the limitations of their research and acknowledge problems due to small sample size, reliability of answers, sample population, etc. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">In the Extended essay report - May 2003 in Economics, the Principal Examiner noted under "Candidate Performance Against Each Criterion" - Criterion D Argument/Evaluation, <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">"The link between analyzing one's own data or information and then evaluating it and addressing it to the research question to make a reasoned argument proved to be a difficult task for many candidates. It was not unusual to see data presented with an assumption that it was self-explanatory, rather than stating how the data could be applied to help answer the research question and how it could be used to support or question economic theory. There was little evaluation of the data and how it could be used to form an argument. Better candidates were able to develop an argument based on a clear and cohesive evaluation of the results of the data, which they collected." <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">In plain terms students need to gather appropriate economic data/information, analyze it using economic theory and form a reasoned argument to answer the research question. Students must be able to evaluate the limitations of their research and the conclusion reached. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The more detailed description of the nature of economics can be gathered by returning to the explanation available in the DP Economics guide, (p. 4), where it states, <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">"Although economics involves the formulation of theory, it is not a purely theoretical subject: economic theories can be applied to real-world examples...Economics does not exist in a vacuum, because it naturally must consider how economic theory is to be applied in an international context. The scientific approach characterizes the standard methodology of economics. This methodology can be summarized as a progression from problem identification, through hypothesis formulation and testing, arriving finally at a conclusion."
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Achievement level || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Descriptor ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">0 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay demonstrates no real knowledge or understanding of the topic studied. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">1 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay demonstrates some knowledge but little understanding of the topic studied. The essay shows little awareness of an academic context for the investigation. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">2 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay demonstrates an adequate knowledge and some understanding of the topic studied. The essay shows some awareness of an academic context for the investigation. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">3 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay demonstrates a good knowledge and understanding of the topic studied. Where appropriate, the essay successfully outlines an academic context for the investigation. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">4 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay demonstrates a very good knowledge and understanding of the topic studied. Where appropriate, the essay clearly and precisely locates the investigation in an academic context. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Achievement level || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Descriptor ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">0 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">There is no attempt to develop a reasoned argument in relation to the research question. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">1 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">There is a limited or superficial attempt to present ideas in a logical and coherent manner, and to develop a reasoned argument in relation to the research question. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">2 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">There is some attempt to present ideas in a logical and coherent manner, and to develop a reasoned argument in relation to the research question, but this is only partially successful. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">3 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Ideas are presented in a logical and coherent manner, and a reasoned argument is developed in relation to the research question, but with some weaknesses. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">4 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Ideas are presented clearly and in a logical and coherent manner. The essay succeeds in developing a reasoned and convincing argument in relation to the research question. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Achievement level || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Descriptor ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">0 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay shows no application of appropriate analytical and evaluative skills. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">1 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay shows little application of appropriate analytical and evaluative skills. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">2 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay shows some application of appropriate analytical and evaluative skills, which may be only partially effective. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">3 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay shows sound application of appropriate analytical and evaluative skills. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">4 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay shows effective and sophisticated application of appropriate analytical and evaluative skills. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Achievement level || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Descriptor ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">0 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The language used is inaccurate and unclear. There is no effective use of terminology appropriate to the subject. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">1 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The language used sometimes communicates clearly but does not do so consistently. The use of terminology appropriate to the subject is only partly accurate. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">2 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The language used for the most part communicates clearly. The use of terminology appropriate to the subject is usually accurate. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">3 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The language used communicates clearly. The use of terminology appropriate to the subject is accurate, although there may be occasional lapses. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">4 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The language used communicates clearly and precisely. Terminology appropriate to the subject is used accurately, with skill and understanding. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">economic analysis
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">applying economic theory
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">evaluation

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">H: conclusion <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">(Objectives 1, 4 and 5) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the research question and is consistent with the evidence presented in the essay.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Achievement level || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Descriptor ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">0 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Little or no attempt is made to provide a conclusion that is relevant to the research question. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">1 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">A conclusion is attempted that is relevant to the research question but may not be entirely consistent with the evidence presented in the essay. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">2 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">An effective conclusion is clearly stated; it is relevant to the research question and consistent with the evidence presented in the essay. It should include unresolved questions where appropriate to the subject concerned. ||

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">It should not be a surprise!

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The Extended essay guide (p. 10) suggests that the conclusion:


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">is clearly stated
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">is relevant to the research question being investigated
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">is substantiated by the evidence presented
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">indicates issues, unresolved questions and new questions that have emerged from the research.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Similar to the introduction this should be concise, exact and relevant. A short paragraph can be sufficient but is not necessarily the rule.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The last element listed above allows students to acknowledge that during their research they develop a level of understanding that allows them to see emerging difficulties, new perspectives and greater complexity to the topic they were researching. The inclusion of this dimension to the extended essay should be encouraged if a student has actually encountered these elements to their research. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Some things to check:

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Does the conclusion only refer to points mentioned in the essay (i.e. no new material)

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Has the conclusion been clearly indicated?

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Does the conclusion mention any unresolved questions and questions that have emerged from the research?

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Has the research question been answered?

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">I: formal presentation <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">(Objective 5) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">This criterion assesses the extent to which the layout, organization, appearance and formal elements of the essay consistently follow a standard format. The formal elements are: title page, table of contents, page numbers, illustrative material, quotations, documentation (including references, citations and bibliography) and appendices (if used).
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Achievement level || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Descriptor ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">0 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The formal presentation is unacceptable, or the essay exceeds 4,000 words. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">1 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The formal presentation is poor. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">2 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The formal presentation is satisfactory. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">3 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The formal presentation is good. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">4 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The formal presentation is excellent. ||

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">What is often frustrating is when students lose marks they shouldn't particularly when they don't present their EE effectively. There are 4 marks alone for presentation which all candidates should achieve.Here are just a few hints in terms of presentation:

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">You need a table of contents, references, bibliography, appendices, title, quotations, illustrations and general good organization.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">In terms of referencing...... <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">referencing and the Extended essay: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Again read the school EE booklet and talk to the librarian about what you should be doing. Use correct referencing and citation from the start- don't try and change your EE at the end to do this- you'll forget your sources. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">We use MLA system within the text, rather than footnotes <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">MLA Citations

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">For websites it should read like: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">For websites found on the worldwide web the required elements for a reference are: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Authorship or Source, Year. Title of web document or web page. [type of medium] (date of update if available) Available at: include web site address/URL (Uniform Resource Locator) [Accessed date]. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">eg <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">NHS Evidence, 2003. National Library of Guidelines. [online] Available at: <http://www.library.nhs.uk/guidelinesFinder> [Accessed 10 October 2009]. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The title of a web page is normally the main heading on the page, or the title displayed on the top of the web browser.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">An intext reference for the above examples would read: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">(National Electronic Library for Health, 2003)

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">It is good practice to keep a copy of the front page of any website you use

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">[|h**ttp://www.easybib.com/**]

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">will create a MLA citation automatically for you. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">This is one I created: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Blink, Jocelyn, and Ian Dorton. Economics: Course Companion. Oxford: Oxford UP, 2007. Print.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">A correct bibliography is an easy way of a student securing a mark. Many students lose marks simply because their bibliography is not sufficient or incorrectly presented.Look at the assessment criteria G below:

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The bibliography (if appropriate) appears to include all, and only, those works of reference which have been consulted by the candidate and it specifies author/s, title, date of publication and publisher following consistently one standard method of listing sources.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">You should document your sources when you:
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">use a direct quotation
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">copy a table, chart or other diagram
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">paraphrase a passage in your own words
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">present specific examples, figures or factual information taken from a specific source and used to explain or support your judgements."

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Here is a useful checklist that can ensure you gain the easy marks for presentation:

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Is the essay within 4000 words?

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Is there a contents page?

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Are all pages numbered?

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Is the research question clearly stated in the early part of the essay? (In bold?)

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Is there a reference (footnote) for all information/graphs/tables used? <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Are the references set out consistently?

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Does the bibliography include all, and only, the works of reference consulted?

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Does the bibliography specify author/s, title, date of publication and publisher for each reference?

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q Has a standardised and accepted method been used to present the bibliography?

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">q If there is an appendix, does it contain only relevant information?

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">J: abstract <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">(Objective 5) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The requirements for the abstract are for it to state clearly the research question that was investigated, how the investigation was undertaken and the conclusion(s) of the essay. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">K: holistic judgment <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">(Objective 1) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as intellectual initiative, depth of understanding and insight. While these qualities will be clearly present in the best work, less successful essays may also show some evidence of them and should be rewarded under this criterion.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Achievement level || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Descriptor ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">0 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The abstract exceeds 300 words or one or more of the required elements of an abstract (listed above) is missing. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">1 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The abstract contains the elements listed above but they are not all clearly stated. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">2 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The abstract clearly states all the elements listed above. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Achievement level || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">Descriptor ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">0 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay shows no evidence of such qualities. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">1 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay shows little evidence of such qualities. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">2 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay shows some evidence of such qualities. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">3 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay shows clear evidence of such qualities. ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">4 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">The essay shows considerable evidence of such qualities. ||