The assessment criteria for the extended essay are both general to all subjects and specific to each subject. The criteria given below are the specific to the Language A: Language and Literature course. These are summaries of the actual criteria, which can be found in the Extended Essay guide on the Online Curriculum Centre.
Criterion A - Research question - 2 marks
The research question should guide the extended essay and give it a strong sense of focus. The focus of the question should include the texts, either literary or non-literary. The research question must be clearly stated on the title pages, along with the name of the course (English A: Language and Literature) and the category (1-3) on which the question is based (see requirements for more information on the three categories). Avoid closed and leading questions. These are questions that are quickly answered and imply bias towards a particular answer.
Criterion B - Introduction - 2 marks
The introduction should be focused around the research question. Background information and a contextual understanding of the text(s) should be offered in the introduction. For categories 1 and 2, there should be a succinct reference to the history of the text(s) and the author(s). For category 3, a connection should be made between culture, context and the target language.
Criterion C - Investigation - 4 marks
For all three categories, students are expected to investigate the research question in light of the texts chosen. This investigation consists primarily of the student's own interpretations and criticism of the text, supported secondarily by secondary sources offered by critics. Students must develop a unique argument in answering the research question, illustrated by examples from the primary sources. A critical view of secondary sources is encouraged.
Criterion D - Knowledge and understanding - 4 marks
Students must demonstrate their knowledge and understanding of the text(s) (primary sources). There must be evidence that the student is engaged with the primary source(s). For category 3, both the production (context of composition) and reception (context of interpretation) of the text must be carefully considered with regards to culture.
Criterion E - Reasoned argument - 4 marks
The essay needs to go somewhere. It must not be a summary of a plot or textual features. Rather the development of a thesis with multiple, well-founded arguments must be included.
Criterion F - Application of evaluative skills appropriate to the subject - 4 marks
Students must support their personal interpretation of texts with strong textual analytical skills. Interpretations must not be the retelling of a critic's ideas from a secondary source.
Criterion G - Use of language appropriate to the subject - 4 marks
As in all other forms of written assessment for the Language and Literature course, students must write coherently in the appropriate register of academic essays. This includes subject-specific reference to stylistic and structural conventions of the texts studied.
Criterion H - Conclusion - 2 marks
The conclusion should be consistent with the ideas and arguments developed in the essay. The conclusion should not introduce any new and irrelevant ideas. Rather than reiterating the introduction, the conclusion should offer a sound synthesis of the body of the essay.
Criterion I - Formal presentation - 4 marks
The research paper is presented with consistent referencing, quotations and formatting. The title page, bibliography, table of content, page numbering, illustrations and figures are clear and coherent.
Criterion J - Abstract - 2 marks
The abstract must do three things clearly and concisely: 1) state the research question, 2) explain how the investigation was undertaken, and 3) state the conclusion of the essay. Students will be penalized for exceeding the word limit of 300 words.
Criterion K - Holistic Judgment - 4 marks
This is the opportunity for examiners to reward creativity, unique insight and initiative. Students may score poorly on other criteria but be rewarded on criterion K. Supervisor's comments will be taken into consideration.
The Extended Essay is an individual project of 4000 words.
It is a chance to study a topic that interests you which is not covered by the syllabus.
It gives you a chance to study in real depth a topic that you have an interest in.
It can relate to any period and any topic within the last 10 years.
It gives you the chance to work closely with your History teacher to 'fast-track' your historical skills with one-to-one tutoring.
As such it is a great opportunity to produce a mature academic study on something that you might never again have the chance to research.
Both the IA and the EE in History award students who choose an interesting question which they research thoroughly and answer coherently through critical evaluation of evidence.
The IA is only 1500 words long; the EE is 4,000 words.
The EE requires a much heavier emphasis on the use of primary source material than the IA.
The IA is structured into specific sections; the EE is structured more flexibly.
The IA markscheme grades each section separately; the EE markscheme grades each criteria across the essay as a whole.
You will select which of your IB subjects will form the basis of your EE in the Spring Term of the first year of IB. This will usually (although not always) be one of your Higher Level subjects. The supervisor will set a series of internal deadlines and meetings for each student to ensure the completion of the study in a timely fashion.
Start by considering if there is a period / place / person / issue in history that would like to investigate further. Maybe this is something you have read a little about, watched a film about or are interested in from your other studies / hobbies. The only strict rule is that anything that happened in the past 10 years is not allowed.
The three main focuses of study tend to be focused on
- EITHER Causes of an event / situation;
- OR Consequences of an event / situation
- OR Relevance of particular evidence about an event / situation (e.g. a painting, novel, film, biography).
The following resources may help you in your quest for a topic:
- History Department Magazine collection
- History Department DVD collection
Once you have settled upon a topic, you have to then turn this into a question - a problem that your study will solve, in other words.
The following table could help you get started
|To what extent was...||[Event]|
|the most important result of...|
|How useful is...||the Novel...|
|to the historian studying...|
|How successful / significant was...||[Individual] (e.g. politician / sportsperson / entertainer / film director / etc)||in the context of...|
The following list of past Extended Essay questions from the IST will also be helpful:
- How has politics influenced Berlin's architecture over the 20th century? (Predicted 'A')
- To what extent was World War Two a catalyst for British Decolonisation? (Predicted 'B')
- How decisive was Spanish intervention in World War Two? (Graded 'A')
- How far did Nietzsche's ideas influence the Third Reich? (Graded 'B')
- How reliable is Hogarth's 'The Rake's Progress' as evidence of 18th century London? (Graded 'A')
- How and why do Historical sources disagree about the life and career of Bonnie Parker? (Graded 'B')
You are now ready to complete the Initial Proposal Sheet and hand it to your teacher.
Make sure that this is a detailed, considered proposal. Your supervisor will schedule a meeting with you to talk about how you plan to structure your essay in particular.
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