ib digital society extended essay

DIGITAL SOCIETY

Digital Society Assessment

Assessment is an integral part of learning and teaching in the IB DP Digital Society course. The aims of assessment are to support and encourage student learning. The approach to assessment is criterion-related which judges students’ work by their performance in relation to identified levels of attainment. ​

Standard Level (SL) Assessment Outline

External Assessment TOTAL = 2 hours 45 minutes examination = 64 marks = 70%

Paper 1 = 1 hour 30 minutes = 40 marks = 40%

Paper 2 = 1 hour 15 minutes = 24 marks = 30%

Internal Assessment TOTAL = 30 hours Inquiry Project = 24 marks = 30%

1,500 words + 10-minute multimedia presentation

TOTAL MARKS = 88

Higher Level (HL) Assessment Outline

External Assessment TOTAL = 4 hours 45 minutes examination = 106 marks = 80%

Paper 1 = 2 hours 15 minutes = 52 marks = 35%

Paper 2 = 1 hour 15 minutes = 24 marks = 20%

Paper 3 = 1 hour 15 minutes = 30 marks = 25%

Internal Assessment TOTAL = 30 hours Inquiry Project = 24 marks = 20%

1, 500 words + 10-minute multimedia presentation

TOTAL MARK = 130

External Assessment Markbands

Paper 1 markscheme for part c (sl & hl).

Marks for part c are allocated using markbands. While level descriptors are written in the form of individual bullet points, markbands are applied holistically using a best-fit approach.

The work does not reach a standard described by the descriptors

The response shows limited understanding of the demands of the question

There is limited relevant knowledge. The response is descriptive and consists mostly of unsupported generalizations

The response has limited organization or is only a list of items

The response shows some understanding of the demands of the question

Some relevant knowledge is demonstrated, but this is not always accurate and may not be used appropriately or effectively. The response moves beyond description to include some analysis, but this is not always sustained or effective

The response is partially organized

The response shows adequate understanding of the demands of the question

The response demonstrates adequate and effective analysis supported with relevant and accurate knowledge

The response is adequately organized

The response is focused and demonstrates an in-depth understanding of the demands of the question

The response demonstrates evaluation and synthesis that is effectively and consistently supported with relevant and accurate knowledge

The response is well-structured and effectively organized

Paper 1 Markscheme for Section B (HL)

Marks for Section B are allocated using markbands. While level descriptors are written in the form of individual bullet points, markbands are applied holistically using a best-fit approach.

The work does not reach a standard described by the descriptors below

The response shows a limited understanding of the demands of the question

Counter-claims are not considered or addressed

The response has limited organization

Some relevant knowledge demonstrated but this is not always accurate and may not be used appropriately or effectively. The response is primarily descriptive with some analysis, but this is not sustained

Counter-claims are only partially addressed

Response demonstrates adequate and effective analysis supported with relevant and accurate knowledge

Counter-claims are adequately addressed

10–12

The response is focused and shows an in-depth understanding of the demands of the question

Response demonstrates evaluation and synthesis that is effectively and consistently supported with relevant and accurate knowledge

Counter-claims are effectively addressed in the response

Paper 2 Markscheme for Question 4 (SL & HL)

Marks for question 4 are allocated using markbands. While level descriptors are written in the form of individual bullet points, markbands are applied holistically using a best-fit approach.

There is limited relevant knowledge

Evidence from sources is not integrated with the response

The response shows a limited understanding of the demands of the question​

​The response shows some understanding of the demands of the question

Some knowledge is demonstrated but this is not always relevant or accurate

Evidence from sources is partially integrated into the response

​The response shows adequate understanding of the demands of the question

Relevant and accurate knowledge is demonstrated with some lapses

There is adequate integration of evidence from the sources, but this is not always sustained

​The response is focused and shows an in-depth understanding of the demands of the question

Relevant and accurate knowledge is demonstrated throughout, adding insight to the response

There is consistent and effective integration of evidence from the sources

The response is well-structured and effectively organized​

Paper 3 Markscheme for Question 3 (HL)

In addition to paper-specific analytic markschemes used for all questions, marks for question 3 are also allocated using markbands. While level descriptors are written in the form of individual bullet points, markbands are applied holistically using a best fit approach.

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

The response shows a limited understanding of the demands of the question.

Response is of limited relevance. The response is descriptive and consists mostly of unsupported generalizations.

The response has limited organization.

The response shows some understanding of the demands of the question.

The response is primarily descriptive with some evaluation demonstrated but this is not sustained or fully supported.

The response is partially organized.

The response shows adequate understanding of the demands of the question.

Response demonstrates adequate evaluation that is relevant and supported.

The response is adequately organized.

The response is focused and shows an in-depth understanding of the demands of the question.

Response demonstrates sustained evaluation that is relevant and well-supported throughout.

The response is well-structured and effectively organized.

Paper 3 Markscheme for Question 4 (HL)

Marks for Question 4 are allocated using markbands. While level descriptors are written in the form of individual bullet points, markbands are applied holistically using a best-fit approach.

The response consists mostly of unsupported generalizations with limited relevant knowledge

No recommendations are presented or those that are presented have only limited support

The response demonstrates some knowledge, but this is not always relevant or accurate and may not be used appropriately or effectively

Recommendations are presented with some support although this is not sustained and only partially effective

Response is adequately supported with relevant and accurate knowledge

Recommendations are presented and effectively supported

Response is well-supported throughout with relevant and accurate knowledge

Recommendations are presented and well-supported with a clear consideration of possible trade-offs and implications

Internal Assessment (SL & HL)

Criterion a: inquiry focus (3 marks).

Project element: Inquiry process document The inquiry process document demonstrates provides an inquiry focus with an explanation of the connection between the inquiry question, a specific, relevant real-world example as well as course concepts, content and contexts.

The focus is limited and/or incomplete.

The focus does not include all required elements and/or the real-world example is not specific or relevant to the inquiry.

The focus is adequate.

The focus includes an inquiry question and a partial explanation of its connection to a specific, relevant real-world example and course concepts, content and contexts.

The focus is appropriate and targeted.

The focus includes an inquiry question and a thorough explanation of its connection to a specific, relevant real-world example and course concepts, content and contexts.

Criterion B: Claims and perspectives (6 marks)

Project element: Inquiry process document The inquiry process document demonstrates how research was conducted with a discussion of the claims and perspectives for three sources including a justification of their usefulness in the inquiry.

The discussion of claims and perspectives is limited and primarily descriptive in nature. Fewer than three sources are discussed or there is no justification for their use in the inquiry

3–4 

There is a partial discussion of the claims and perspectives for each source that includes some justification for their usefulness in the inquiry, but this is not fully developed

5–6 

There is a thorough discussion of the claims and perspectives for each source that includes a clear justification for their usefulness in the inquiry

Criterion C: Analysis and evaluation (6 marks) 

Project element: Presentation The balance of the presentation consists of the student’s own sustained and well-supported analysis and evaluation of impacts and implications of the digital systems for people and communities.

There is limited analysis and evaluation which is primarily descriptive in nature or of limited relevance to the inquiry focus

The student’s analysis and evaluation of impacts and implications for people and communities is adequate, but this is not always sustained or well-supported

The student’s analysis and evaluation of impacts and implications for people and communities is effective, sustained and well-supported by evidence

Criterion D: Conclusion (6 marks)

Project element: Presentation The presentation concludes by providing further insight reflecting the student’s new understanding and ideas about their inquiry focus following analysis and evaluation and a discussion of emerging trends and future developments.

The conclusion is limited with little further insight into the inquiry focus. Emerging trends and future developments are referenced with limited or no discussion

The conclusion provides adequate further insight into the inquiry focus with a partial discussion of emerging trends and future developments

The conclusion provides effective and well-supported further insight into the inquiry focus with a thorough and substantiated discussion of emerging trends and future developments

Criterion E: Communication (3 marks) 

Project element: Presentation The presentation supports understandings through organization of ideas and evidence and also a coherent use of media.

Communication is limited

The presentation’s organization and use of media are limited and do not support understanding

Communication is adequate

The presentation is adequately organized and the use of media is at times coherent but this is not sustained or only partially effective in supporting understanding

Communication is effective

The presentation is well-organized and coherently uses media to support understanding

IB Digital Society Grade Boundaries

Demonstrates: conceptual awareness, insight, and knowledge and understanding which are evident in the skills of critical thinking; a high level of ability to provide answers which are fully developed, structured in a logical and coherent manner and illustrated with appropriate examples; a precise use of terminology which is specific to the subject; familiarity with the literature of the subject; the ability to analyse and evaluate evidence and to synthesize knowledge and concepts; awareness of alternative points of view and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions; consistent evidence of critical reflective thinking; a high level of proficiency in analysing and evaluating data or problem solving.

Demonstrates: detailed knowledge and understanding; answers which are coherent, logically structured and well developed; consistent use of appropriate terminology; an ability to analyse, evaluate and synthesize knowledge and concepts; knowledge of relevant research, theories and issues, and awareness of different perspectives and contexts from which these have been developed; consistent evidence of critical thinking; an ability to analyse and evaluate data or to solve problems competently.

Demonstrates: a sound knowledge and understanding of the subject using subject-specific terminology; answers which are logically structured and coherent but not fully developed; an ability to provide competent answers with some attempt to integrate knowledge and concepts; a tendency to be more descriptive than evaluative (although some ability is demonstrated to present and develop contrasting points of view); some evidence of critical thinking; an ability to analyse and evaluate data or to solve problems.

Demonstrates: a secure knowledge and understanding of the subject going beyond the mere citing of isolated, fragmentary, irrelevant or “common sense” points; some ability to structure answers but with insufficient clarity and possibly some repetition; an ability to express knowledge and understanding in terminology specific to the subject; some understanding of the way facts or ideas may be related and embodied in principles and concepts; some ability to develop ideas and substantiate assertions; use of knowledge and understanding which is more descriptive than analytical; some ability to compensate for gaps in knowledge and understanding through rudimentary application or evaluation of that knowledge; an ability to interpret data or to solve problems and some ability to engage in analysis and evaluation.

Demonstrates: some knowledge and understanding of the subject; a basic sense of structure that is not sustained throughout the answers; a basic use of terminology appropriate to the subject; some ability to establish links between facts or ideas; some ability to comprehend data or to solve problems.

Demonstrates: a limited knowledge and understanding of the subject; some sense of structure in the answers; a limited use of terminology appropriate to the subject; a limited ability to establish links between facts or ideas; a basic ability to comprehend data or to solve problems.

Demonstrates: very limited knowledge and understanding of the subject; almost no organizational structure in the answers; inappropriate or inadequate use of terminology; a limited ability to comprehend data or to solve problems.

Digital Society Assessment  Overview

Paper 1: making connections:.

Paper 1 invites students to think like a social scientist by considering different combinations of course topics, simulating the inquiry process.

Students respond to sequentially scaffolded questions that build to and support higher-order thinking.

Students must integrate real-world research and examples.

In section B, HL students are asked to consider powerful, open-ended big questions involving global challenges of importance within digital society.

Paper 2: Working with sources

Paper 2 invites students to work like a social scientist by considering the claims and perspectives of diverse real-world sources.

Students may be asked to analyse and evaluate, for instance, a source’s origin and purpose, the qualitative and/or quantitative methods it employs and/or how well it corroborates findings from other sources.

Paper 3: Cultivating a challenge mindset

Paper 3 invites HL students to cultivate a challenge mindset by responding to a proposed digital intervention to a global challenge relevant within digital society.

A pre-release statement describing the real-world nature of a selected challenge (250–400 words) will be released four months prior to the examination.

Students are recommended to spend about 10–15 hours on extended inquiries based on the pre-release statement. In the examination, students evaluate a specific intervention using a rigorous policy-informed framework and make recommendations for future action.

Inquiry Project: Leading and designing an inquiry

The inquiry project is a student-led coursework component in which students investigate the impacts and implications of a real-world digital system through first-hand research.

An inquiry process document indicates the inquiry focus and addresses the claims and perspectives of three essential sources.

A recorded multimedia presentation conveys the inquiry’s analysis, evaluation and conclusions.

Exam designed to support higher-order thinking 

Examinations focus on evidence of higher-order thinking that integrates argumentation, accurate and relevant knowledge, and real-world examples. Digital society examinations are scaffolded. Scaffolding refers to a step-by-step process during which questions of increasingly complexity build from prior experience towards higher-order thinking. Each question (or set of questions) is arranged in a logical relationship with those that come before and after. In this way, responses to earlier questions support successful responses to later questions.

Digital Society Extended Essay

Criterion a: focus and method.

This 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.

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

1–2 The 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) has been selected 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.

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

1–2 Knowledge and understanding is limited: ~ The application 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 application 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 application 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 thinking

This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the research undertaken.

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

1–3 The research is limited: ~ The research presented is limited and its application to support the argument is not clearly relevant to the research question 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 to support theargument 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.

7–9 The research is good: ~ The majority of the research is appropriate and its application to support the argument 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

10–12  The research is excellent: ~ The research is appropriate to the research question and its application to support the argument 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: Presentation

This 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.

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: Engagement

This 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, with the supervisory comments and extended essay itself as context. Only the first 500 words are assessable.

0 The work does not reach a standard outlined by the descriptors, the RPPF has not been submitted, or the RPPF has been submitted in a language other than that of the essay

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

Choose Your Test

Sat / act prep online guides and tips, the complete ib extended essay guide: examples, topics, and ideas.

International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

• A title page
• Contents page
• Introduction
• Body of the essay
• References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

• Group 1: Studies in Language and Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

• A check on plagiarism and malpractice
• Your reflection on your project's successes and difficulties
• Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!  

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

• Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
• Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
• English: An Exploration of Jane Austen's Use of the Outdoors in Emma
• Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
• Math: Alhazen's Billiard Problem
• Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

• January/February of Junior Year: Come up with your final research topic (or at least your top three options).
• February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
• April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
• Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
• August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
• September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
• November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

• Criterion A: Focus and Method (6 points maximum)
• Criterion B: Knowledge and Understanding (6 points maximum)
• Criterion C: Critical Thinking (12 points maximum)
• Criterion D: Presentation (4 points maximum)
• Criterion E: Engagement (6 points maximum)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.

Here is the breakdown of EE scores (from the May 2021 bulletin):

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

• Business Management 1
• Chemistry 1
• Chemistry 2
• Chemistry 3
• Chemistry 4
• Chemistry 5
• Chemistry 6
• Chemistry 7
• Computer Science 1
• Economics 1
• Design Technology 1
• Design Technology 2
• Environmental Systems and Societies 1
• Geography 1
• Geography 2
• Geography 3
• Geography 4
• Geography 5
• Geography 6
• Literature and Performance 1
• Mathematics 1
• Mathematics 2
• Mathematics 3
• Mathematics 4
• Mathematics 5
• Philosophy 1
• Philosophy 2
• Philosophy 3
• Philosophy 4
• Philosophy 5
• Psychology 1
• Psychology 2
• Psychology 3
• Psychology 4
• Psychology 5
• Social and Cultural Anthropology 1
• Social and Cultural Anthropology 2
• Social and Cultural Anthropology 3
• Sports, Exercise and Health Science 1
• Sports, Exercise and Health Science 2
• Visual Arts 1
• Visual Arts 2
• Visual Arts 3
• Visual Arts 4
• Visual Arts 5
• World Religion 1
• World Religion 2
• World Religion 3

What's Next?

Trying to figure out what extracurriculars you should do? Learn more about participating in the Science Olympiad , starting a club , doing volunteer work , and joining Student Government .

Studying for the SAT? Check out our expert study guide to the SAT . Taking the SAT in a month or so? Learn how to cram effectively for this important test .

Not sure where you want to go to college? Read our guide to finding your target school . Also, determine your target SAT score or target ACT score .

As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography.

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This page presents 'the basics' of the Extended Essay. It is a good starting point for candidates and first-time supervisors. For an in-depth understanding see the official IB guide or explore this Support Site further. 

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The Extended Essay is a 4,000-word research paper that must be written to earn the full Diploma from the International Baccalaureate (IB). It is based on a topic of the candidate's choice and, in most cases, one of the candidate's six subjects. The EE provides students with an opportunity to develop their skills in academic research and writing. Candidates work under the guidance of a supervisor , who is usually one of the student's subject teachers. Besides informal meetings and 'check-ins', candidates meet with their supervisor for three sessions to complete their Reflections on Planning and Progress Form ( RPPF ). The essay and RPPF are externally assessed by an IB examiner for 34 marks. The five assessment criteria are common for all subjects and applied to all essays, though examiners, candidates and supervisors are encouraged to read the subject-specific interpretations of the criteria. Grade boundaries are applied to convert marks into letter grades. The letter grade from the EE is combined with the letter grade from Theory of Knowledge (TOK) to award up to 3 bonus points toward the Diploma. Candidates should spend at least 40 hours working on their essay. Supervisors should spend between 3-5 hours supervising each candidate.

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Experience in Using an Echo Meter Touch Ultrasonic Module in Studies of the Species Composition, Occurrence, and Biotopic Preferences of Bats (Chiroptera, Vespertilionidae) in Voronezh Oblast

• Published: 23 November 2023
• Volume 50 , pages 1511–1524, ( 2023 )

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• D. G. Smirnov 1 ,
• A. S. Klimov 2 ,
• A. D. Numerov 2 &
• E. I. Trufanova 2  

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The results of surveying echolocation signals of bats, performed using an Echo Meter Touch 2 PRO ultrasonic detector, are given. The signals were recorded in the time–expansion mode and identified manually in the BatSound program. The surveys were made in June–August 2019–2020 in the northwestern part of Voronezh oblast within the Federal Voronezh State Nature Reserve. Four types of biotopes were used as model territories to identify the species composition, occurrence, and biotopic confinement: a river bank, a forest lake, the expanse of a former burnt area, and a village. A total of 2332 audio recordings of ultrasonic signals were made. After manual verification, 1615 records (69.3%) belonging to 13 bat species were identified with a high probability (located in descending order according to the number of occurrences): N. noctula > N. leisleri > P. pygmaeus > V. murinus > P. nathusii > M. dasycneme > M. daubentonii > N. lasiopterus > P. auritus > P. pipistrellus > M. brandtii > E. nilssonii . The habitat of E. nilssonii was established for the first time in the territory studied. Biotopically, near-water areas, where the greatest diversity was noted, were the most attractive for bats. However, the distribution of species here was not the same. M. brandtii , P. pygmaeus , E. nilssonii , and M. dasycneme preferred river biotopes predominantly and were almost absent above the forest lake or were indifferent to this space. M. daubentonii , V. murinus , P. nathusii , and E. serotinus gave the greatest preference to the lake territory. Burnt areas were unattractive to most species, except for N. noctula and E. serotinus . An indifferent attitude to the territory of the village or its avoidance was noted for all species. Alpha diversity increased in the following series of biotopes: burnt area–village–river bank–forest lake, over which the largest number of species was noted with greater evenness according to the index of relative occurrence. The detected differences in biotopic confinement are discussed in connection with the spatial location of biotopes.

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Penza State University, 440026, Penza, Russia

D. G. Smirnov

Voronezh State University, 394018, Voronezh, Russia

A. S. Klimov, A. D. Numerov & E. I. Trufanova

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Smirnov, D.G., Klimov, A.S., Numerov, A.D. et al. Experience in Using an Echo Meter Touch Ultrasonic Module in Studies of the Species Composition, Occurrence, and Biotopic Preferences of Bats (Chiroptera, Vespertilionidae) in Voronezh Oblast. Biol Bull Russ Acad Sci 50 , 1511–1524 (2023). https://doi.org/10.1134/S1062359023070245

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Received : 20 August 2021

Revised : 22 March 2022

Accepted : 23 March 2022

Published : 23 November 2023

Issue Date : December 2023

DOI : https://doi.org/10.1134/S1062359023070245

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