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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

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Extended Essay: The Viva Voce

• Kick Off Day
• Define Topic
• Locate Resources
• Annotated Bibliography
• Evaluating Sources
• Integrating Quotes
• Citations & Referencing
• Evaluation Criteria & Examiner Reports
• Criterion A, B, C: Assessment of Research
• Criterion D: Presentation
• Criterion E: Engagement (Reflection)
• The Viva Voce
• EE Draft Feedback Template for Supervisors
• Language of Analysis
• Approaches to Learning (ATL)
• Roles and Responsibilities

Guiding questions & prompts

Engage in the Viva voce once the Extended Essay has been completed.

Consider using some of these questions to engage in rich dialogue about the learning process. Process questions - Content questions  - Personal questions

What have been the high and low points of the research and writing processes?’

What would you have done differently in the research process?

What is the most important thing that you learned?

What was your greatest challenge and how did you overcome it?

What would you change in your research if you did another EE?

How rewarding did you find the experience??

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 advice would you give to the next year’s group?

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?

What ATL skills did you develop the most through this process?

It is also acceptable to use this reflection session (partly) as a more ‘traditional’ viva to check on authenticity / depth of thinking.

Also, pick points out of the essay - ask specific questions, ask for clarifications

Key - begin and end positively.  This is the end of a long, sometimes tough, process.

• << Previous: Group 6
• Next: Supervisor Resources >>
• Last Updated: Mar 5, 2024 11:47 AM
• URL: https://ismanila.libguides.com/extendedessay

IB Extended Essay: Reflections

• Research Questions
• Past Essays
• Notes & Outlines
• Works Cited Page
• In-Text Citations
• Assessment Criteria
• Reflections
• Supervisor Info
• Net Valley Library This link opens in a new window

Three Reflections: Prompts & Examples

• Reflection 1
• #1: Example
• Reflection 2
• #2: Example
• Reflection 3
• #3: Example
• Scored Samples

Write the first reflection  after one of the early sessions with your supervisor. Focus on...

• Your ideas regarding the topic in general
• The research question you have in mind
• Initial background reading or research you may have conducted
• Possible approaches
• Initial thoughts about the answer to your research question
• Roughly 100 words in length

Guiding Questions:

• What exactly do you want to find out?
• What resources do you plan to use?
• What problems do you anticipate?
• To what extent does your topic fit within the subject EE criteria?
• What sources have you found and what do you still need to find?
• Have you collected sufficient data? (if applicable)
• Why are you interested in research this?
• Do you have sufficient knowledge in the subject area to fulfill the EE requirements?
• Are there any ethical issues to consider before beginning this research?

Sample 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 somewhere in the middle to latter half of your EE process

• Discuss how the research question has become more refined
• Comment on any challenges you have encountered & what solutions you have attempted
• Discuss how your thinking on your topic has evolved
• Roughly 200 words in length

Where was I? Where I am now? Where am I going?

What sources do you find helpful?

How have you evaluated your sources?

Have you adopted a structure for writing based on what the IB requires?

What do you need to do next?

Sample of 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.

• 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.
• Discuss any relevant ATL's (Approaches to Learning) that you have developed through the process & be ready to provide good examples.

Guiding Questions

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?

Sample 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.

• Lang & Lit (scored 3)
• Lang & Lit (scored 4)
• Psychology (scored 4)
• Visual Arts (scored 3)
• Visual Arts (scored 4)
• Geography (scored 6)
• Philosophy (scored 6)
• World Religions  (scored 6)

Also see these examples with examiner comments

Questions to Ask Yourself

Avoid using only description and keep descriptions brief. Use the prompts to spark your thinking.

See  reflections with Examiner comments to get an idea of the level of thinking you want to attain.

Descriptive Ideas (limited reflection)

• What did I do?
• How did I undertake my research?
• What were the problems I faced?
• Did my approach or strategies change throughout the process?
• What have been the high and the low points of the research and writing process?

Analytical Ideas (good reflection)

• To what extent was my research successful?
• If I changed approach or strategies during the process, why did I do this?
• What did I learn from the experience in terms of my understanding of the subject area and/or skills needed?
• How has my understanding of the topic and process developed?

Evaluative Ideas (excellent reflection)

• If I did this again, what would I do differently?
• If I did this again, would I change the theories applied, or my methodology?
• Would there be a different outcome?
• What can I conclude?
• Were the strategies I used most appropriate for achieving my outcomes?
• What questions emerged as a result of my research? Would these questions influence my approach if I did this all over again?

Reflection Tips

IB Mastery  (article + video)

Writing Tips:

• Use strong active verbs (eliminate "to be"....am, is, was)
• Personal interest
• Research Planning
• Concrete details/examples (brief)
• Use words such as: choice, decision, progress, engaged 

Sentence starters:

• "I decided to...."
• "I gained insight when...because of...regarding...."
• "I adjusted my approach when/because/due to/....in order to..."
• "Based on ---, I decided to ---"
• "I made progress when...."

Criterion E: Engagement

EE Marks Breakdown:

A: Focus and method (6 marks) B: Knowledge and understanding (6 marks) C: Critical thinking (12 marks) D: Presentation (4 marks) E: Engagement (6 marks) = Your REFLECTIONS! Total marks awarded: 34 

Due Dates (Class of 2022)

Submit to MB in the "Progress and Planning" tab

First Reflection (100 words)

• Week of May 10-14

Interim Reflection (150 words)

• Week of Sept 6-10

Viva Voce and Final Reflection (250 words)

• Between Oct 20 - Nov 6
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Extended Essay: Reflections

• Introduction
• Subject Guidance & Proposal Forms
• 8 Simple Steps to writing an Academic Essay... and Outlines!
• Finding a Topic
• Academic Sources of Information
• Researcher's Spaces
• Reflections
• IB Resources for Students
• Citations and Referencing - IB REQUIREMENTS
• In-Text Citations
• Formatting your EE
• Ms Sally's Presentations

1st Formal Reflection Session

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? 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?

Finally, discuss your next steps:

Talk about what you plan to accomplish and how you plan to accomplish it.

Guided Student Reflection

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., reflections flowchart - published by the ib.

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US IB Extended Essay: Reflections

• Academic Writing
• Researchers Reflective Space (RRS)
• Research Questions
• Databases & Web Resources (English & Spanish)
• Bibliographies, References & Citations
• Reflections
• Subject Specific EE Resources

Criterion E: Reflection (6 pts max)

Reflection ONE-Initial Stage and Example

This will be after one of the early sessions with your supervisor where you outline:

• Your ideas regarding the topic in general
• The research question you have in mind
• Initial background reading or research you may have conducted
• Possible approaches
• Initial thoughts about the answer to your research question
• Roughly 100 words in length

Guiding Questions:

• What exactly do you want to find out?
• What resources do you plan to use?
• What problems do you anticipate in your research?
• What writing and research have you done since last session?
• Have you found any sources with conflicting viewpoints?
• Have you been able to find relevant sources from different eras?
• What challenges did you encounter in finding relevant sources?
• How do you think you might use your sources?
• Have you collected sufficient data?
• Have you finished note taking from your text?
• What am I interested in researching and why?
• What are my motivations for undertaking research in this area?
• How will I begin the research process?
• Is my chosen topic appropriate for the subject I have chosen to complete it in?
• Do I have sufficient knowledge of the subject area to fulfill the criteria of an EE?
• What possible question(s) might I research?
• How might I go about undertaking this research?
• Do I have access to appropriate sources?
• Are my chosen research methods appropriate for the subject I have chosen to complete it in?
• Are there any ethical issues I need to consider before pursuing this area of research?
• Is there sufficient focus to my research area?

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.

Reflection THREE-Looking Back and Example

This final reflection should be written  BEFORE  the Viva Voce meeting. It should:

• 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.
• Discuss any relevant ATL's (Approaches to Learning) that you have developed through the process & be ready to provide good examples.
• Roughly 200 words in length

Guiding Questions

• 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?

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.

Reflection TWO-Interim Stage and Example

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.
• Discuss how your thinking on your topic has evolved.

Where was I? Where I am now? Where am I going?

• What sources do you find helpful?
• How have you evaluated your sources?
• Have you adopted a structure for writing based on what the IB requires?
• What do you need to do next?

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.

Adding Your Initial EE Reflection

Adding Your Reflections to Managebac

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Extended Essay: First Reflection Session

• General Info
• EE Timeline
• Picking a Subject Area
• Picking a Topic
• Picking your EE Supervisor
• First Reflection Session
• Interim Reflection Session
• Research Proposal
• Annotated Bibliography
• EE Presentation
• First Complete Draft
• Second Complete Draft
• Final Draft

Please note:

• Sessions should last 20-30 minutes.
• Your conversation should be centered around the progress you've made and planning your next steps.
• Where are you in the process? Why did you decide on this topic? How strong is your research question? What do you need to do next?

Following this first session, the student is required to complete the first student reflection section of the Planning and Progress tab in ManageBac. The entry should be 150 words or less and be completed by March 25, 2018.  Please note that I've provided sample reflections below on the example RPPF forms.

Feel free to send me any other questions you have!

Students: Preparing for your First Reflection Session

Based on the EE Guide, page 60:

At Omaha Central, the first reflection takes place after the student has selected a subject, topic and written a working research question and after the supervisor has completed supervisor training.

As preparation for their first reflection session, students should do the following. 1. Read the subject-specific section of the Extended essay guide for the subject they are interested in, paying particular attention to the nature of the subject and the treatment of the topic. 2. Undertake further background reading and begin to gather information around their area of interest. This exploration should give rise to a variety of topics and questions that students can consider for further research. At this stage it is important that students consider the availability of reliable and valid sources for the topic under consideration.  3. Begin developing a research proposal which might include a MindMap® of ideas, an annotated article or preliminary bibliography. Additionally, students must already be thinking in terms of the following questions. • Is my topic appropriate for the subject I am considering? • Why am I interested in this area and why is it important? • What possible questions have emerged from my initial reading? • Are there any ethical issues that I need to consider? • What possible methods or approaches might be used for research in this area and why?

Sample RPPFs by Subject Area

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!

• Sample Biology RPPF
• Sample English RPPF
• Sample History RPPF
• Sample Psychology RPPF
• Sample Visual Arts RPPF

Supervisors: The First Reflection Session

From the EE Guide, pg 61.

This initial reflection session should be a dialogue between the student and the supervisor based on the student’s initial explorations. It is recommended that the student have selected a subject, narrowed their topic and crafted a working research question before the meeting. They may have begun to construct a research proposal, which is due April 9, 2018,  and which will be sent to the supervisor when it is completed.

Topics of discussion that should arise during this session include: • a review of the requirements and assessment criteria for the subject • a review of ethical and legal implications, if applicable • a dialogue about possible approaches and any potential problems that might arise • a discussion of strategies for developing the student’s ideas for the essay and expanding the research so that the essay starts to take form • probing and challenging questions that will help the student focus their thinking; this should lead to the development of the student’s working research question • an outline of the next steps that the student should undertake in order to refine their question; this should take the form of a research and writing timeline.

Note: This is the first of three FORMAL reflection sessions. Other "check-in" sessions will likely be needed between formal sessions, particularly after the supervisor has reviewed the student's research proposal.

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Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

Extended Essay: Step 3 - The Researchers Reflection Space

• Introduction to the EE
• Step 1 - Choose a subject
• World Studies
• Step 3 - The Researchers Reflection Space
• Identify Sources
• Tools for Note Taking
• Video Guides
• Step 5 - Creating Research Questions
• Step 6 - Outlines and Plans
• Step 7 - Citing
• Criteria E - 3 Reflections
• Know Your Criteria
• Criteria D - Check your Formatting
• 4000 words final hand in

What is the Researchers Reflection Space?

Student reflection in the extended essay is critical. Effective reflection highlights the engagement of the student in an intellectual and personal process and how this has changed the student as a learner and affected the completion of that individual’s essay. For those students who have completed the Middle Years Programme, the researcher’s reflection space (RRS) can be compared to the process journal.

The IB considers this to be a central component of a successful research process as it:

supports student learning, thinking and critical analysis throughout the research process

helps to stimulate discussions between the student and supervisor

aids the reflection process.

Location of your RRS

Anywhere that you make notes or record what you are doing to progress in your EE is your RRS.To keep it official and to make sure that we can see it you need to use two places

The nature of the RRS

Use of the RRS is strongly recommended as it will allow the student to more clearly articulate and understand their decision-making process. It supports learning, thinking, critical analysis and evaluation, and contributes not only to the development of a successful extended essay but also to skills and competencies for pathways beyond the Diploma Programme.

The RRS is a personal learning environment that can be either a physical or virtual support tool. It is a space in which students are able to record reflections on what they are reading, writing and thinking. The use of the RRS will help students to prepare for their reflection sessions with their supervisors and inform the discussions that take place.

In preparing for their reflection sessions students could use their RRS to:

• record their reflections
• respond to artefacts, such as photos, newspaper clippings, twitter feeds, blogs, and so on
• respond to prompts and questions that may arise in the students’ subject areas, TOK classes or other aspects of the Diploma Programme
• create MindMaps ® ;
• record emerging questions.

The RRS is an essential tool to show the process that the student took from initial ideas to the final product, thus ensuring that academic integrity can be proven.

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Extended essay

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 . 

DP subject briefs

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.

• Explore the DP subject briefs

HS IB Extended Essay Guide: Reflection (RPPF)

• Getting Started
• Research Questions
• References & Citations

Reflection (RPPF)

• World Studies Extended Essay
• Science EE Info
• Past Essays
• Supervisor Info
• Citing Images, Tables, & Graphs

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

Source: IBO.org

Reflection Sessions

Source: Oxford EE Manual, 2018, p. 133.

Good vs. Bad reflections!

Source: Oxford EE Manual 2018, p. 134

• EE Criterion E guidelines (with examples)
• EE reflection tips PDF

Sample Reflections

• Sample RPPF: Language B
• Sample RPPF: Language & Literature
• Sample RPPF: Chemistry
• Sample RPPF: Design Technology
• Sample RPPF: World Studies
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Extended Essay: Step 5. Draft a Research Question

• Extended Essay- The Basics
• Step 1. Choose a Subject
• Step 2. Educate yourself!
• Using Brainstorming and Mind Maps
• Identify Keywords
• Do Background Reading
• Define Your Topic
• Conduct Research in a Specific Discipline
• Step 5. Draft a Research Question
• Step 6. Create a Timeline
• Find Articles
• Find Primary Sources
• Get Help from Experts
• Search Engines, Repositories, & Directories
• Databases and Websites by Subject Area
• Create an Annotated Bibliography
• Advice (and Warnings) from the IB
• Chicago Citation Syle
• MLA Works Cited & In-Text Citations
• Step 9. Set Deadlines for Yourself
• Step 10. Plan a structure for your essay
• Evaluate & Select: the CRAAP Test
• Conducting Secondary Research
• Conducting Primary Research
• Formal vs. Informal Writing
• Presentation Requirements
• Evaluating Your Work

RQ Resources

On this page you can find help with developing your preliminary research question.  See: 

Steps to Developing a Research Question

Sample research questions.

Practice Exercise:  Formulating Well-Focused Research Questions

IB Command Terms and Glossaries

• Research Question Formats for History Extended Essays

You've chosen a subject and topic that interests you, and carried out some preliminary reading.  What are the next steps ?

Evaluate the question.   Once you have posed possible research questions you should evaluate them.  This evaluation should be based on whether the question is clear , focused , and arguable .

• Clear  - Will the reader understand the nature of my research?  Will it direct the research being undertaken?
• Focused - Will the research question be specific enough to allow for exploration within the scope of the task (that is, the number of words and time available)?
• Arguable - Does the research question allow for analysis, evaluation and the development of a reasoned argument?

Consider research outcomes.   Once you have decided on a provisional research question you should start thinking about the direction your research might take.  You could do this by:

• suggesting possible outcomes of your research
• outlining the kind of argument you might make and how your research might support this
• considering options if the research available is not sufficient to support a sustained argument

The table below gives some examples showing the difference between unclear and unfocused research questions and those that are appropriately clear and focused, lending themselves to in-depth research.  

Practice exercise: Formulating well-focused research questions

Twelve-step plan for researching the extended essay - step 5.

5.  Formulate a preliminary research question.  Try to incorporate an IB command term in the research question if possible.

IB Command Terms & Glossaries

Command terms are the key terms and phrases used in examination questions for IB classes.  The lists below give the terms, and definitions, for specific IB subjects.

  These lists are glossaries of terms used in film and dance.

Students writing History Extended Essays can use these formats to help write research questions on their topics.

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Gr. 11-12 Extended Essay

• Reflections Overview

#1: First Mandatory Reflection

#2: interim reflection, #3: the viva voce, tips for the reflection process.

• Choose a Subject
• Choose a Topic
• Draft a Research Question
• Develop Your Search Strategy
• Computer Science
• Visual Arts
• World Studies
• Introduction
• Academic Integrity
• Common Questions
• For Supervisors
• EE Examples

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 ManageBac
• The three reflections together consist of  500 words  (The first 500 words only are eligible for assessment)

While there is no specific "due date" for these sessions, the mandatory reflections should fall roughly in the beginning, middle, and end stages of the EE process:

• Initial Reflection -- Initial stages of reading & research
• Interim Reflection -- substantial outline has been drafted, some text written
• Viva Voce -- after final EE has been submitted

Approximately  150 words.

Reflection prompts:

• What am I interested in researching and why? Is there sufficient focus to my research area?
• Given the initial reading I have undertaken on the subject, is my research question appropriate for the subject I am submitting my EE in?
• Is my research question manageable within the word limit of the EE?
• Will my research question allow me to think critically about the topic I am researching? How might I change my research question to allow for more critical thinking? 
• What questions are emerging? Are these similar or different to my initial questions?
• Are my chosen topic and research methods appropriate for the subject I have chosen to complete it in?
• How might I go about undertaking this research?
• Do I have sufficient knowledge of the subject area to fulfill the criteria of an EE?
• Do I have access to appropriate sources?
• Are there any ethical issues I need to consider before pursuing this area of research?
• Are there any challenges that I need to overcome in order to achieve my desired outcomes?
• Do I have sufficient data/information to begin formulating an argument?
• If I do not have sufficient data/information, how will I go about resolving this? Can it be resolved?
• To what extent does the data/information I have relate to my proposed research question?
• Given the data/information I have collected, do I need to reformulate my research question?
• Has the data/information collected taken me in an unexpected direction?
• Do I want to change course now? Is it too late?
• Are there still questions/issues that I am unclear on how to resolve?
• Am I keeping to a schedule with the writing process?
• Do I have a reasoned argument that can be sustained throughout the essay?
• Am I able to make coherent links between different points made and the evidence presented?
• To what extent have I answered my research question?
• What reasons may have affected my ability to answer my research question?
• If I have been selective in the evidence presented in my essay, can I justify my choices?
• Is there a clear summative conclusion, and does this reflect the discussion that has taken place?
• To what extent do I think I have fulfilled the expectations of the extended essay as a task?
• Has my research resulted in me changing my perspective or views on the topic in question?
• What strategies have I employed that have worked particularly well at this stage of the process?

This is a  concluding interview ( 20-30 minutes ) to reflect on your growth as a learner throughout the EE journey, the skills you developed, and the challenges you faced.

Approximately  300 words.

• To what extent has my thinking been confirmed or changed about my chosen topic as a result of my research?
• What strategies did I employ that proved particularly effective in the research process?
• What skills have I developed and how might these be useful in the future?
• What improvements might I suggest to my own working practices?
• How might different research strategies have impacted my outcomes?
• What did I learn about myself as a learner in this process?

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 examples of guiding questions to help with this:

These levels correspond to the attainment levels of the rubric for Criterion E (Engagement) . Try to ensure that your reflections go beyond the 'descriptive' and engage with some of the analytical and evaluative questions listed above.

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IB Extended Essay: Refining Your Research Question

The International Baccalaureate (IB) Extended Essay is a significant independent research project that challenges students to explore a topic of personal interest in-depth. Central to the success of your Extended Essay is the formulation of a well-defined and focused research question. In this guide, we will delve into strategies for refining your research question to ensure it aligns with the requirements and objectives of the IB Extended Essay.

 Understanding the Significance of the Research Question:

1. guiding light:.

   - The research question serves as the guiding light for your entire Extended Essay. It defines the scope and direction of your investigation.

2. Criterion A:

   - Criterion A of the Extended Essay assessment focuses specifically on the research question. It evaluates the extent to which the question is focused, appropriately complex, and relevant to the chosen subject.

3. Interdisciplinary Approach:

   - The IB encourages an interdisciplinary approach to the Extended Essay. A well-crafted research question allows you to explore connections between different subjects.

 Strategies for Refining Your Research Question:

1. initial exploration:.

   - Begin with a broad area of interest. Explore various topics within that area to identify specific aspects that captivate your curiosity.

2. Background Research:

   - Conduct background research on potential topics. This will help you understand the existing literature and refine your focus based on gaps or areas requiring further exploration.

3. Identify Key Concepts:

   - Identify the key concepts or variables central to your area of interest. Clearly define these, as they will form the basis of your research question.

4. Narrowing Down:

   - Gradually narrow down your focus. Consider specific contexts, time periods, geographical locations, or particular aspects that intrigue you within the broader topic.

5. Avoid Ambiguity:

   - Ensure your research question is not ambiguous. It should be clear, concise, and specific. Avoid vague or overly broad questions that may lead to unfocused research.

6. Test for Complexity:

   - Test the complexity of your research question. It should be challenging enough to require in-depth analysis but not so complex that it becomes unwieldy within the word limit.

7. Applying SMART Criteria:

   - Ensure your research question aligns with the SMART criteria: Specific, Measurable, Achievable, Relevant, and Time-bound. This promotes clarity and feasibility.

8. Consider Interdisciplinarity:

   - If applicable, explore the potential for an interdisciplinary approach. Could your research question bridge multiple subjects, adding richness to your investigation?

9. Seek Feedback:

   - Share your refined research question with teachers, mentors, or peers. Constructive feedback can provide valuable insights and help you identify any potential weaknesses.

 Example: From Broad Interest to Refined Question

Broad interest: .

Climate Change

Exploration: 

Various aspects of climate change, including its impact on biodiversity, regional variations, and mitigation strategies.

Refined Focus: 

The impact of climate change on the biodiversity of coral reefs in the Pacific Ocean.

Research Question: 

To what extent does rising sea temperatures due to climate change contribute to the decline of coral biodiversity in the Pacific Ocean, and what are the potential mitigation strategies?

 Reflection and Reevaluation:

1. regularly reflect:.

   - Throughout your research process, regularly reflect on the relevance and feasibility of your research question. Adjustments may be necessary as your understanding evolves.

2. Evaluate Available Resources:

   - Assess the availability of resources, including data, literature, and expertise related to your research question. Ensure you have access to the necessary tools for investigation.

3. Flexibility:

   - While a refined research question is crucial, be open to adjusting it if unforeseen challenges arise during your research. Flexibility is key to adapting to new insights.

 Conclusion: Crafting a Guiding Beacon

In the realm of the IB Extended Essay, the research question stands as a guiding beacon, illuminating the path toward a comprehensive and meaningful investigation. By following strategic steps to refine your question, you not only meet the assessment criteria but also lay the groundwork for an intellectually stimulating exploration of your chosen topic. Through careful consideration, feedback, and continuous reflection, you can craft a research question that not only meets the IB standards but also fuels your passion for inquiry and discovery.

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Free Resources

Extended Essay - Criteria: Viva voce

• Criterion A: Focus and Method
• Criterion B: Knowledge and Understanding
• Criterion C: Critical Thinking
• Table of Contents
• Citations and Referencing
• Appendices (Optional)
• Initial reflection
• Interim reflection
• Viva Voce Handout

After completing the third and final reflection in ManageBac, the student should see the EE Coordinator, who will check that all forms are complete and will give the student a star!

DO NOT MENTION YOUR SUPERIVOR'S NAME in your reflection.

The viva voce is a mandatory interview between the student and the supervisor that concludes the extended essay process. This interview informs the third and final written reflection and occurs after the student has uploaded their completed, fully edited , FINAL DRAFT to ManageBac. At this point, no further changes can be made to the essay.

Viva Voce Questions

VIVA VOCE (interview lasting 15–30 minutes)

During this interview session supervisors might ask:

• Did anything surprise you?
• What would you consider to be the most (and least) rewarding aspect of your research and writing process?
• How did you incorporate them into your paper?
• What did you learn about your topic?
• What were some of the challenges you encounter during your research and writing process and how did you overcome them.
• How successful you’ve been with regards to answering your research question.

Final Reflection

FINAL REFLECTION (max. 150-200 words posted to ManageBac)

When writing the final reflection, students might reflect about any of the above questions that were discussed.

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• Last Updated: Feb 7, 2023 7:58 AM
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