Engagement is good
excellent
This will be after one of the early sessions with your supervisor where you outline:
Guiding Questions:
Example: History EE Reflection I was attracted to Anna Comnena's The Alexiad as a result of some extra readings which formed part of my IB History course (Crusades). As the first female historian, she stands in a unique place in terms of historiography, something which appealed to me as both a woman and budding historian. I was initially considering writing about her accounts of the First Crusade but quickly found the topic to be far too wide in scope. A reading of Paul Magdalino's article "The Pen of the Aunt" helped refocus me on the issue of historical purpose, i.e., why she wrote the history she did. I have now allocated time to reading historical accounts of Manuel I's reign to decide how closely the events Anna mentions in her history of her father's reign (Alexius) so as to validate my current hypothesis- that Anna intended the work as a celebratory account of her father so as to cast a negative light on the rule of her nephew Manuel I. My current list includes Runciman, France, Macrides, Christomides, and Hill.
This final reflection should be written BEFORE the Viva Voce meeting. It should:
Guiding Questions
Example: History EE Reflection I am very pleased with how the essay has turned out. Skills wise, I had no problems with referencing which I picked up quickly though integrating source analysis did prove a challenge at times due to my narrative tendencies. I believe I've been able to challenge the orthodox interpretations of Anna's work as a piece of fantasy fiction at the hands of a disgruntled woman by showing that Anna was effectively using one of the few weapons still permitted her in her diminished political state- the power of words- to criticize the existing leadership. Hill's works proved of particular use to me as they examined female power in a broader context and thus gave me a framework for interpreting what Anna was able to do within the context of her time.
This reflection session will usually fall somewhere in the middle to latter half of your EE process, usually before the first draft is completed.
Where was I? Where I am now? Where am I going?
Example: History EE Reflection I was finding it hard to come up with a satisfactory counter to the question of accuracy and authenticity which feature prominently in modern readings of her work. Historians ranging from Edward Gibbon and John France to the more direct Howard-Johnson paper which completely challenges her authorship effectively negated my hypothesis entirely. Using Magdalino and Hill as a focus point, I re-read key sections of The Alexiad and mapped out her account against the policital events of Manuel I's reign and quickly discovered some interesting overlaps (building works, military campaigns, relations with the West, etc.). Though occasionally obscure and subtle, the criticisms emerge by means of an unspoken comparison which Byzantine readers of her account would have well understood. This approach is providing me with a suitable counter to the aforementioned criticisms. I have also begun structuring my work accordingly with sections devoted to historical context followed by a section on The Alexiad which compares and contrasts events from Alexius' time with those of Manuel's. I am considering a chapter on the historiographical tradition of Byzantium but may integrate it into the main body in the end.
IB Study Resources
August 30, 2021
Under the extended essay criteria for ‘Engagement’, students are awarded a maximum 6 marks out of 34 for writing the a 500 word reflection on the Planning, Research, and Writing phases of their EE. This means the reflections are worth 19% of the total EE score, and can often swing a your score from a B to A. We will review the EE reflection rubrics and explain what it takes to score maximum marks for this component.
According to the International Baccalaureate (IB), Reflection in the EE focuses on the student’s progress during the Planning, Research and Writing process. It is intended to help students with the development of their EE as well as allowing them the opportunity consider the effectiveness of their methodology and decide whether changes are needed along the way.
You should discuss how you started the EE, framed your research question, and reflect on the decisions you have made. The first reflection should provide a critical evaluation of the initial decision-making, research process, methodology, and appropriate sources of data collection. Some examples of what to discuss include
It is important to not just describe what you have done. Instead, reflect on your thinking process. Did you make the right decisions? What challenges have you faced in the initial stages of your research and how did you overcome them? More importantly, how would you change your planning the next time you do a research like this?
In this second reflection, a student must review the progress that he or she has made in the research. Effective reflection highlights the journey a student has taken to engage in an intellectual and personal process. The reflection should present challenges faced in data collection, content generation, and how you intend to overcome them. For instance, will you reformulate the research question, or will you consider other sources of data collection? Examiners love it when students explain significant challenges and demonstrate good ability to sidestep them. This learning process should be well documented and your reflection stands out if you can explain this in your own voice, demonstrate the discovery and evolution of conceptual understandings and skills development. The IB wants to see how you have evidenced the rationale for decisions made throughout the planning process and the skills and understandings developed. Some examples of what to discuss include
The final reflection is written after the EE is submitted. You will not be allowed to make further changes to the EE at this point. Thus, this reflection is a post-essay reflection. You should discuss what you have learned about your topic, how you undertook the entire research process. What, if any questions emerged as a result of the research that you were not expecting? Most importantly, critically evaluate your own learning, as well as outline any new questions you have uncovered and how you found a solution for them- if any. Conclude by examining how you would do this research differently- if you were to do it again. Some examples of what to discuss include
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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 .
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.
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:
Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:
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 :
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!
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:
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?
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!
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!).
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!
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.
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.
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.
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!):
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!
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 .
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.
30-34 | Excellent: A |
25-29 | Good: B |
17-24 | Satisfactory: C |
9-16 | Mediocre: D |
0-8 | Elementary: E |
Here is the breakdown of EE scores (from the May 2021 bulletin):
A | 10.1% |
B | 24.4% |
C | 40.8% |
D | 22.5% |
E | 1.4% |
N (No Grade Awarded) | 0.7% |
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.)
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.
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Criterion E (Engagement) is worth 18% of your final mark and will be largely assessed through your reflections on the Reflections in Planning and Progress form, so it is vital to practise this skill.
On this page you will find information on:
While not a compulsory, assessed element of the EE, the RSS is very important because it will help you to understand and talk about the choices you make and paths you choose. This will not only help you to write reflections for your Reflections on Planning and Progress Form, but will actually support you in developing all the skills and attitudes that you need to become a better inquirer - something which can potentially have a huge impact on the rest of your life.
There is no fixed way to do this - it is YOUR Researcher's Reflection Space. You might use Mind maps, lists, tables, diagrams or blocks of text. You might want to annotate or highlight documents in different colours, or make separate notes. Find something that works for you - but make sure you keep your notes organised so that they make sense to you!
The Researchers Reflection Space is YOUR tool for recording your thinking, and you need to do this in a way that works best for you.
You might use:
A notebook: while you could use a notebook like a diary to write down your reflections, you are also going to want somewhere to store printed documents relating to your EE, and electronic notes (such as URLs).
A folder: This is a great way to store all the paperwork relating to your EE, including handwritten notes, forms and printouts of articles. Make sure you use dividers and think carefully about how you organise it though.
But you are likely to want to use at least one online method to store notes too. This will be particularly important when you start the investigate stage of your inquiry and need somewhere to store dowloaded articles and links. You might use:
If you decide to keep your Researchers Reflection Space on a computer's hard drive you MUST take regular back ups. You should never keep it on just a single hard drive or memory stick.
While you can use the school network, you may find this difficult to access during holiday periods and you should NEVER save anything important directly to your desktop on the school network.
OneDrive is useful If you just want to save a series of documents (one of which might be your Reflective Journal) . It is very similar to using a computer hard drive or memory stick but is cloud based so you can access it from anywhere and it does not need to be backed up.
It is still very important to use a sensible folder structure and filenames so that you can find your documents again.
There are instructions at the bottom of this page for saving documents to OneDrive directly from Office 365, and uploading documents of any type to OneDrive.
See graphic below for how to access this.
Regardless of how you choose to set up your RRS, the most important thing is what you put into it...
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One of the key attributes of the IB learner is to be reflective, considering the outside world and your own ideas and experiences. Being reflective also considers your learning and personal development through an understanding of your strengths and weaknesses.
WHY DO WE REFLECT DURING THE EE PROCESS?
Qualities of a Good Reflection vs. a Bad Reflection
helps you realize what did and didn't work | |
explains how you reached your learning goals
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details the learning process over time
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corrects bad practice or errors
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- seeks and finds solutions through discourse with experts
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challenges your assumptions and approaches
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Reflection is a mandatory part of the Extended Essay and is formally assessed under Criterion E (engagement).
All IB Diploma Candidates are required to complete a Reflections on Planning and Progress Form (RPPF), which is sent to and assessed by the examiner .
The RPPF is worth six marks (almost 18% of the marks). A blank or missing RPPF will score zero marks under Criterion E.
THE RPPF IS RESTRICTED TO 500 WORDS MAXIMUM.
The RPPF consists of three mandatory reflection sessions :
Under this criterion, your engagement with the research process and the focus of your investigation is assessed.
You will meet with your supervisor at three key junctures in the Extended Essay process:
After each interview, you will write a corresponding reflection address the questions that you discussed with your supervisor.
If you are unsure what what the EE reflection process includes, watch this seven minute video to learn more. The video highlights reflection sessions with your supervisor and what you should include in your written reflections.
Markband | Level descriptor |
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0 | |
1–2 |
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3–4 |
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5–6 |
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The extended essay is an independent, self-directed piece of research, finishing with a 4,000-word paper.
One component of the International Baccalaureate® (IB) Diploma Programme (DP) core, the extended essay is mandatory for all students.
Read about the extended essay in greater detail.
You can also read about how the IB sets deadlines for the extended essay , find examples of extended essay titles from previous DP students and learn about the world studies extended essay .
Learn more about the extended essay in a DP workshop for teachers .
Subject briefs are short two-page documents providing an outline of the course. Read the subject brief below.
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Find out about what each subject offers within the Diploma Programme (DP).
Our DP subject briefs—for both standard and higher level—contain information about core requirements, aims and assessment.
In general, it is a good idea to prepare yourself a day before meeting with your supervisor about your reflect ions. Here is a link to the IB page that talks about what questions you should be prepared to answer when meeting with your supervisor. You can also take a look at the Oxford EE guide which gives good examples and tips on writing your reflections.
View this Video on the Reflection Process for the Initial and Interim Meetings
First reflection session (feb. 24 - mar 2).
Mandatory Tasks:
discuss and refine your research question to an appropriate working RQ (and enter in Managebac, to be approved by supervisor in Managebac)
look back through your thoughts, artifacts, etc. you recorded in your RRS. Then draft a 150-word reflection (process-focused) and discuss it with your supervisor. Make sure your reflection evaluates your decisions and process, not just describes them.
During or immediately after your meeting, post the good copy of your official reflection in your R-PPF (Planning and Progress Form) in Managebac and show your supervisor that you have done that so they can update your progress indicator in Managebac). Your RPPF is submitted and marked by the IB examiner under Criterion E and is worth 6 marks on your EE.
Possible discussion/reflection topics:
subject-specific assessment criteria
your plans for your EE (when you are going to work on it, etc.)
proposed methodology
the sources/resources you have found so far (bring your bibliography or your resources to show your mentor - minimum 6, 3 must be academic) and what resources you are still hoping to find
an evaluation of your decisions and processes
update managebac with any changes that might have been made since the last reflection session
complete a 150-word reflection (process-focused) in your RPPF in Managebac and show to your supervisor so they can update your progress indicator in Managebac). This can be done before, during or after the reflection session meeting has occurred (eg. Draft it in your RRS, discuss it, and then post the good copy to your RPPF after the meeting). Make sure your reflection evaluates your decisions and process, not just describes them.
Possible discussion topics:
questions from the Interim: Writing Stage of the "Reflecting Throughout the Research Process" document on this page.
questions you have about your essay outline, what you have written so far
any challenges you have experienced so far and how you have overcome them
In your RSS (Journal), answer several questions from the Writing Stage row in the document above. Consider also recording how you are dealing with procrastination (if you are experiencing it) and any challenges you are facing this summer with regards to writing your EE and how you overcame them. This will help you when it is time to complete your Viva Voce in the fall.
Video about the Viva Voce
complete a 150-word reflection (process focused) in your RPPF in Managebac and show to your supervisor so they can update your progress indicator in Managebac. This can be done before, during or after the reflection session meeting has occurred (eg. Draft it in your RRS, discuss it, and then post the good copy to your RPPF after the meeting).
how your research has influenced your opinion on your topic
something forward thinking , such as how you might use what you have learned (info or skills) in the future.
how you might do things differently next time
what you have learned about yourself
an evaluation of your own process and decisions
Examples of Marked RPPFs:
Viva Voce Form
The Researcher's Reflection Space is where you gather evidence for criterion E (Engagement). You can keep it all together in Managebac. These artifacts are NOT required to be submitted to IB. Think of this as your rough copy or storage space for your official RPPF.
EE Reflection is PROCESS ORIENTED.
Here are some examples of RRS .
Artifacts you might want to put in your RSS:
your interests letter
your brainstorming of your interests
your brainstorming of your topic
your EE outline
any comments your supervisor wrote on various documents
articles that you found and your reflection on their usefulness
an explanation of and/or anything that caused you to change direction, research question, etc.
initial reflections -- answers to reflection prompt questions - etc.
rough notes or rough versions for your Official RPPF reflections
The Reflections on Planning and Progress Form is the official document that will be uploaded to IB and assessed by the EE examiner -- Criterion E 6 marks.
You will be completing the RPPFs in Managebac.
Your whole RPPF should be less than 500 words, so aim for about 150 words per entry.
Below are two exemplars of RPPFs:
(You can find more here , look for examples with 34 points available)
Remember, you are limited to a total of 500 words for all three reflections!
The Omaha Central Extended Essay timeline is designed to emphasize the importance of the the three mandatory reflection periods that end with a written reflection on the Reflections on Planning and Progress Form (RPPF). See the completed RPPF samples on this page.
The form states the following:
“The first formal reflection session should focus on your initial ideas and how you plan to undertake your research; the interim reflection session is once a significant amount of your research has been completed, and the final session will be in the form of a viva voce once you have completed and handed in your EE.”
Here are a few sample RPPFs -- provided so you can see what other students have written for their required Extended Essay reflections. You may use these as inspiration -- but keep in mind that we don't know how these reflections were scored!
The reflection deadlines are:
March 25 -- First reflection deadline -- 150 words to ManageBac
May 30 -- Interim reflection deadline -- 150 words to ManageBac
February 2019 -- Final reflection due date TBD -- 200 words to ManageBac
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The first formal reflection session.
This is a student-led 20-30 minute session. Please make sure to set an appointment with your supervisor.
Here are some ideas and questions to help you plan your session:
What is your research question? Are you happy with the phrasing (particularly after your background reading)? Can it be narrowed down or improved?
Why is the topic worthy of investigation? Can you point to any facts from relevant academic sources to help you prove it’s worthiness?
Why is this question personally important to you?
Was there a specific conversation, book, news report or other source that helped you narrow your focus or decide on your question? Explain.
Group 1 & 2 subjects - Discuss the readings that you have completed:
Have you conducted additional background reading? What have you learned from this reading?
Have you read your book(s)? Or for Category 3, collected appropriate artifacts that you can share!?
Are there any emerging arguments?
Use your outline!
Share your annotations, quotes, ideas!
Groups 3,4 & 5 subjects - Discuss your conceptual/theoretical understandings/groundings & the methods/materials that you are using or plan to use to collect information:
Have you done any additional background reading? What have you learned from this reading?
What is the theoretical or conceptual grounding from the discipline that you will apply in your investigation? How varied are your sources? Can you add any more?
How do you plan to investigate (gather information) your research question? What methods will you use?
If applicable, have you written interview, survey questions that you can share during this session? *This is very important in subjects like geography or economics! How large will your sample be? How will you analyze the answers? Will you run statistical analysis? Which one? Why?
What kind of reasoned argument do you expect to be able derive from your sources? What are the perspectives? Who are the stakeholders?
What do you see as your biggest challenge as you begin this process? How do you hope to address this challenge?
Talk about what you plan to accomplish and how you plan to accomplish it.
In critically reviewing your engagement in the research process, it might help to think in terms of three levels of reflection: descriptive, analytical and evaluative reflection. the table below gives some examples of guiding questions to help with this..
Level of reflection | Example of the kinds of questions students may have asked and answered of themselves |
---|---|
Descriptive | |
Analytical | |
Evaluative |
Quick links to information on this page:, reflection tips for writing your ee reflection , viva voce questions to ask yourself, your three reflections guidance for writing your rppf reflection, criterion e sample rppfs, criterion e engagement rubric, don't take criterion e lightly. reflection accounts for 18% of your ee mark and can make the difference of a grade level (up or down) depending on the quality of your work.
You will meet with your supervisor a number of times while you are working on your EE, for a total of 3 to 5 hours. Three of those sessions will be " reflection sessions ", meaning that following these meetings you will be required to submit a 150-175 word reflection on the research and writing process of your EE. Your reflections will be submitted to the IB by our IB Coordinator, using the Reflections on Planning and Progress Form (RPPF).
Your 1st formal reflection session will be in the spring of your junior year. The remaining two sessions take place during the winter of your senior year. The 2nd or interim session will take place in December and the 3rd or final session called the Viva Voce will take place in February. Writing a good reflection is important as the three combined reflections count for 19% of your final EE grade from the IB examiner.
Source: Susan Trower West Sound Academy
Write the first reflection after one of the early sessions with your supervisor. Use the prompts below to help guide your reflection and discussion with your supervisor. (Think 100-125 words)
Source: Shekou Int School Libguide & IBO
1st Reflection - History
I was attracted to Anna Comnena's The Alexiad as a result of some extra readings which formed part of my IB History course (Crusades). As the first female historian, she stands in a unique place in terms of historiography, something which appealed to me as both a woman and budding historian. I was initially considering writing about her accounts of the First Crusade but quickly found the topic to be far too wide in scope. A reading of Paul Magdalino's article "The Pen of the Aunt" helped refocus me on the issue of historical purpose, i.e., why she wrote the history she did. I have now allocated time to reading historical accounts of Manuel I's reign to decide how closely the events Anna mentions in her history of her father's reign (Alexius) so as to validate my current hypothesis- that Anna intended the work as a celebratory account of her father so as to cast a negative light on the rule of her nephew Manuel I. My current list includes Runciman, France, Macrides, Christomides, and Hill.
The Second Reflection session usually falls in the latter half of your EE process. Use the prompts below to help guide your reflection and discussion with your supervisor. (Think 175-250 words)
2nd Reflection - History
I was finding it hard to come up with a satisfactory counter to the question of accuracy and authenticity which feature prominently in modern readings of her work. Historians ranging from Edward Gibbon and John France to the more direct Howard-Johnson paper which completely challenges her authorship effectively negated my hypothesis entirely. Using Magdalino and Hill as a focus point, I re-read key sections of The Alexiad and mapped out her account against the policital events of Manuel I's reign and quickly discovered some interesting overlaps (building works, military campaigns, relations with the West, etc.). Though occasionally obscure and subtle, the criticisms emerge by means of an unspoken comparison which Byzantine readers of her account would have well understood. This approach is providing me with a suitable counter to the aforementioned criticisms. I have also begun structuring my work accordingly with sections devoted to historical context followed by a section on The Alexiad which compares and contrasts events from Alexius' time with those of Manuel's. I am considering a chapter on the historiographical tradition of Byzantium but may integrate it into the main body in the end.
The Third Reflection can be written before the Viva Voce meeting to help you prepare for the conversation and after you have submitted your final draft. (Think 175-250 words)
What did you discover that surprised you?
Is writing the EE mainly about process or product AND why?
What would you have done differently and why?
What advice would you give to a student just beginning this process?
What have been the high and low points of the research and writing processes?
What would you have done differently?
What is the most important thing that you learned?
What was your greatest challenge and how did you overcome it?
What would you change if you did another EE?
What was the most valuable experience that you took away from the process?
What was your greatest challenge and what did you do to overcome it?
What IB learner profile attribute would you say helped you through the process (communicator, risk-taker, etc.)?
Would you like to continue reading on this topic?
What questions did this process raise?
What conclusions have you drawn about the topic?
3rd Reflection - History
I am very pleased with how the essay has turned out. Skills wise, I had no problems with referencing which I picked up quickly though integrating source analysis did prove a challenge at times due to my narrative tendencies. I believe I've been able to challenge the orthodox interpretations of Anna's work as a piece of fantasy fiction at the hands of a disgruntled woman by showing that Anna was effectively using one of the few weapons still permitted her in her diminished political state- the power of words- to criticize the existing leadership. Hill's works proved of particular use to me as they examined female power in a broader context and thus gave me a framework for interpreting what Anna was able to do within the context of her time.
Source: Shekou Int School Libguide
Avoid using only description and keep descriptions brief. Use the prompts to spark your thinking.
Descriptive Ideas (limited reflection)
Analytical Ideas (good reflection)
Evaluative Ideas (excellent reflection)
What is the viva voce ?
The viva voce is a short conference between the student and the supervisor. It is the recommended conclusion to the Extended Essay process, and lasts between 10 and 15 minutes.
Why have the viva voce ?
The EE supervisor is required to submit a report when your EE is shipped to the IB examiner has been assigned to grade it. The supervisor can ask questions in the viva voce that will help with writing that report. This is especially important if the supervisor feels there is a need to check for plagiarism and malpractice in general. Supervisors are required to confirm the authenticity of the work in any Extended Essay submitted to IB.
The supervisor will use the viva voce to help you:
What questions will be asked in the viva voce ?
Here are some examples of questions you might be asked:
Source: Susan Trower - West Sound Academy
Source: IBO Criterion E
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VIDEO
COMMENTS
Reflection Two- Interim Stage. This reflection session will usually fall somewhere in the middle to latter half of your EE process, usually before the first draft is completed. Discuss how the research question has become more refined. Comment on any challenges you have encountered & what solutions you have attempted.
1:30. As you already know, the new extended essay criteria include 6 marks for " Engagement.". That's 6 marks out of 35, meaning these reflections are worth 17.6% of your EE mark! Those 6 marks are almost enough to bring you from a C to an A. This is a lot of marks for just 500 words. That's 500 words in total, for all of the 3 reflections.
What are the biggest challenges to completing my extended essay? Third reflection. Use the remaining 200 words for the final reflection. Comment on your entire EE writing journey. Discuss what it has taught you, and what skills have you acquired. You can make references to IB's Approaches to Learning. State the extent to which you have answered ...
The Third Reflection can be written before the Viva Voce meeting to help you prepare for the conversation.. Offer your final reflections on the process; Discuss any achievements realized or challenges overcome; Discuss elements that allowed you to complete the task that may not be readily apparent in the essay itself.
This is your extended essay and you have to take ownership of it. There are 3 times that you will have to reflection on these meetings and your progress. Prepare for these using the following resources; Advice. Blog - IB Mastery - How to Write Reflections - some good advice here; Examiners Comments 2021 - Crit E: Start here; Examples
How does this essay affect your future career plans? Your last reflection after your reflective session on your RPPF form should be limited to 200 words. The . Viva Voce (concluding interview) The . viva voce. is a short interview between the student and the supervisor, and is the mandatory conclusion to the extended essay process.
Reflections - Gr. 11-12 Extended Essay - The York School Library at The York School. Students are required to conduct three mandatory reflection sessions with their supervisors. The reflections make up Criterion E (Engagement), worth 6 points of the 34 points possible. Students must upload their reflections in the Planning and Progress Form on ...
Reflection is a continual process. If you are constantly considering the decisions you are making in the extended essay (EE) process, you are better able to avoid the common pitfalls of independent research. Reflection also helps you plan, allowing you to monitor your progress. The following table identifies three stages in the review process ...
Reflections on decision-making and planning are evaluative and include reference to the student's capacity to consider actions and ideas in response to setbacks 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 ...
skepticism with something more constructive. The Extended Essay is your chance to go beyond taking things apart and begi. o figure out how to put something together. Essays are in. rpretive or argumentative pieces of writing. Your job is to write a persuasive essay gathering, applying, repurposing, questioning evidence in.
Under the extended essay criteria for 'Engagement', students are awarded a maximum 6 marks out of 34 for writing the a 500 word reflection on the Planning, Research, and Writing phases of their EE. This means the reflections are worth 19% of the total EE score, and can often swing a your score from a B to A.
Body of the essay. Conclusion. 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.
Reflecting - Extended Essay (IB) - Smallbone Library at Smallbone Library, Oakham School. Reflecting is a vital part of the inquiry process and, while it is important to set aside time to reflect at the end of an inquiry, reflection should take place throughout. Three formal reflection sessions are a requirement for the Extended Essay and it is ...
Reflection is a mandatory part of the Extended Essay and is formally assessed under Criterion E (engagement). All IB Diploma Candidates are required to complete a Reflections on Planning and Progress Form (RPPF), which is sent to and assessed by the examiner. The RPPF is worth six marks (almost 18% of the marks).
Extended Essay: Reflection Overview. Extended Essay Home; Academic Honesty; Research and Source Information; EE Formal Presentation - Formatting & Citing; ... Explore this document to learn what your third and final reflection should include and where to submit it. This reflection should include 100 - 150 WORDS and be EVALUATIVE in nature.
Reflective thinking is recorded as a 500-word reflective statement. The student writes the statement at the end of the extended essay process and includes it on the Reflection and progress form (RPF). The form also notes the student's attendance at each reflection session. III. Assessment model
The extended essay is an independent, self-directed piece of research, finishing with a 4,000-word paper. One component of the International Baccalaureate® (IB) Diploma Programme (DP) core, the extended essay is mandatory for all students. Read about the extended essay in greater detail. You can also read about how the IB sets deadlines for ...
Reflections. In general, it is a good idea to prepare yourself a day before meeting with your supervisor about your reflections. Here is a link to the IB page that talks about what questions you should be prepared to answer when meeting with your supervisor. You can also take a look at the Oxford EE guide which gives good examples and tips on ...
The Reflections on Planning and Progress Form is the official document that will be uploaded to IB and assessed by the EE examiner -- Criterion E 6 marks. You will be completing the RPPFs in Managebac. Your whole RPPF should be less than 500 words, so aim for about 150 words per entry. Below are two exemplars of RPPFs:
Remember, you are limited to a total of 500 words for all three reflections! The Omaha Central Extended Essay timeline is designed to emphasize the importance of the the three mandatory reflection periods that end with a written reflection on the Reflections on Planning and Progress Form (RPPF). See the completed RPPF samples on this page.
The First Formal Reflection Session. This is a student-led 20-30 minute session. Please make sure to set an appointment with your supervisor. Here are some ideas and questions to help you plan your session: Start by talking about your research question: What is your research question?
Extended Essay : Reflection RPPF. Everything you need to know for the Extended Essay. Home - EE Overview; Choose a Subject Toggle Dropdown. ... The Third Reflection can be written before the Viva Voce meeting to help you prepare for the conversation and after you have submitted your final draft. (Think 175-250 words)
The viva voce is a celebration of the completion of the essay and a reflection on what the student has learned from the process. an opportunity to ask the student a variety of open-ended questions to elicit holistic evidence of the student's learning experience. an aid to the supervisor's comments on the Reflections on planning and progress ...