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The Complete IB Extended Essay Guide: Examples, Topics, and Ideas

International Baccalaureate (IB)

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

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

IB Extended Essay: Why Should You Trust My Advice?

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

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

What Is the Extended Essay in the IB Diploma Programme?

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

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

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

The IB Extended Essay must include the following:

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

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

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

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

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

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

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

Here are the topics covered in your viva voce :

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

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

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

What Should You Write About in Your IB Extended Essay?

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

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

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

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

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

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

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

#1: Write About Something You Enjoy

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Don't get stuck with a narrow topic!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

#6: Start Writing Sooner Rather Than Later!

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

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

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

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

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

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

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

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

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

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

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

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

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

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%

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

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

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Extended Essay (First Exams 2018): Examples of Extended Essays

• EE Intro to Inquiry
• Examples of Extended Essays
• Recommended Research Tools
• How-to: Research Help
• EE Module Videos

Samples from the IBO

The IBO publishes two volumes of  50 Excellent Extended Essays , covering all Diploma Programme groups -- and all scored a top A grade.

Click on the link below to access PDFs of the essays. 

50 Excellent Extended Essays

All 50 essays are also available in electronic form in the QD Library on the iPads.  Look for the display at the circulation desk. The essays are found in the iBooks app. The iPads are available for check out at the circulation for periods of 30 minutes at one time.

Recently, the IBO has produced another list of exemplars with marks. Click on the link below to access this:

• Assessed Student Work  
• << Previous: EE Intro to Inquiry
• Next: Recommended Research Tools >>
• Last Updated: Sep 13, 2024 12:48 PM
• URL: https://libguides.qibaodwight.org/ee

Extended Essay

Ms. Van Winkle's Resource Page for the Extended Essay

https://mwschool.libguides.com/diploma/extended-essay

What is an English EE?

See this presentation .

See IB's subject-specific guidance for Cat 1, 2, and 3 language and literature extended essays.

See Mrs. Van Winkle's Extended Essay page on the Meridian Website.

How do I get started and develop a research question?

1. Determine which category you want to focus on: Cat 1, 2, or 3 (as detailed in the above presentation)

2. Determine what texts or topic interest you. To do an English EE, you have to have specific texts that you are analyzing. Texts can include non-literary and literary sources. See Text Types.

3. Develop a research question that includes 1) the specific texts you will analyze and 2) what central concept or global issue you are exploring.

What specific texts will I analyze? Does my question include at least one text I will analyze? Comparing and contrasting two texts work well. I think there is more to analyze with two or more texts personally.

Have I connected my question to a global issue or a central concept in Lang and Lit? See this link for the global issues and central concepts.

What are the three categories for an English EE?

Category 1 --analysis of works originally written in english.

Studies of one or more literary works originally written in the language in which the essay is presented.

Compare and contrasts two works

Focus on analysis of one work

Please note that students may compare and contrast two books or just analyze one book. They also can analyze a selection of short stories or poems or even plays from one or two authors--it doesn't have to be just books. However, there should be a clear rationale for pairing the texts in order to show what is gained in the comparative study .

Category 2: Analysis of Two books: English vs. one in Works in Translation, French or Spanish

Studies of a literary work or works originally written in the language of the essay compared with one or more literary works originally written in another language. (The work originally written in another language may be studied in translation.)

English literary text compared to another literary work in Spanish or French

English translation of a work compared to its original version in Spanish or French

Please note there should be a clear rationale for pairing the texts in order to show what is gained in the comparative study.

Category 3: Analyzes non-literary texts (media)

Studies in language based on one or more texts originally in English.

Analysis of how language, culture, and context influence the ways meaning is constructed

Compare and contrast different relationships and interactions between texts, audiences, and purposes

Language “texts” can be oral, written, and visual materials present in society

single and multiple images with or without text

literary written texts and text extracts

media texts

advertising campaigns, films, radio, and television programmes, and their scripts

electronic texts

media texts, video-sharing websites, web pages, SMS messages, blogs, wikis, and tweets

readings, speeches, broadcasts and transcripts of recorded conversation

Please note that for category 3 essays that secondary sources outside of primary sources should provide a framework for a critical analysis of how language,culture and context shape meaning.

What types of sources do I need for an English EE?

Language and literature research must include both:

Primary sources: the novels, poems, stories, plays or essays by the author whose work is the focus of the your research

Secondary sources

academic journal articles

edited essays in book collections

reviews incorporated in the publication that is the focus of the your research

Where do I go for research?

Meridian Library Page

Databases (Ms. Van Winkle's main guide)

LIst of all databases on Meridian Website

Helpful Databases: password is Meridian

Academic One File

Ebsco Books

Gale E Books

Literature Resource Center

Scribner Writer Series

Twayne's Author Series

University Libraries

UT Austin Library Catalog

Smith Library at Southwestern University in Georgetown

Local Libraries

Round Rock Library

Georgetown Library

How do I develop a bibliography?

1. Locate and record citations for all sources that are relevant and useful for your topic and texts.

2. Examine and review sources, sifting through any that are not useful, and only include the ones that connect back to your research question. Choose the ones that will provide you a variety of perspectives on your topic.

3. Develop citations for relevant sources using the appropriate style guide: MLA 8 (if you want to use in-text citations) or Chicago (if you want to use footnotes).

MLA (used for Language and Literature with in-text citations)

Purdue Writing Lab for MLA

https://www.easybib.com/ for citations

https://www.citationmachine.net/mla for citations

Sample Paper in MLA

Chicago (used for footnotes for history, arts, humanities)

Purdue Writing Lab for Chicago

https://www.easybib.com/guides/citation-guides/chicago-turabian/footnotes/ for footnotes

https://www.citationmachine.net/chicago/cite-a-website

Sample Paper in Chicago

APA (used for math and science)

Purdue Writing Lab for APA

https://www.citationmachine.net/apa

Sample Paper in APA

How do I develop an outline?

Use this template for ideas on how to structure an outline for your EE paper.

If you are writing a compare and contrast essay, consider this template .

Other links and suggestions

https://www.lanternaeducation.com/ib-blog/the-extended-essay-step-by-step-guide-structure/

https://libguides.westsoundacademy.org/ee/plan-a-structure

https://www.uaisresearch.com/uploads/2/7/1/6/2716219/how_to_construct_an_effective_outline.pdf

https://www.alexandercollege.ca/files/awc/writing-centre-extended-essay.pdf

https://ee.isb.ac.th/ee-skills/on-writing-an-outline

What do I need to consider when I am drafting my EE?

Be sure you are including either in-text citations (MLA) or footnotes (Chicago) throughout the drafting phase.

Chicago Style Guide (footnotes): Easybib.com

MLA Style Guide (in-text citations): Purdue

Be sure you are including relevant examples that support the assertions you are making in each paragraph.

Start creating sub topics and a table of contents as you write based on your outline to organize your paper.

Include your Works Cited page at the end of the essay for easy reference when citing your sources through in-text citations (MLA) OR footnotes (Chicago)

How do I effectively integrate my sources into my commentary?

MLA (in-text citations) Use for English.

OWL Purdue MLA

Chicago (footnotes) Use for history or the arts.

OWL Purdue Chicago

APA (in-text citations) Use for science and math.

Owl Purdue APA

EMBEDDING/INTEGRATING QUOTATIONS

Embedding literary quotations into your commentary

How to Integrate Sources into your Paper (Illinois Library)

Integrating Sources for MLA (WIT)

Transition and Verb List

What does an EE look like? Can I see some exemplars?

See exemplars on Ms. Van Winkle's website

Visit this page to see exemplars.

What does the rubric look like?

Ms. Van Winkle's page on the rubric on the library website

Group 1: Language and Literature

Group 2: Language Acquisition

Group 3: Individual and Societies

Group 4: Biology , Chemistry , Physics

Group 5: Math

Group 6: Visual Arts , Theatre

Criterion A:Focus and Method 6 pts

How well is the research question sharply focused?

Does the introduction clearly state WHY the student has chosen the topic and the significance?

How clear is the methodology and approach to analysis of relevant sources applied in relation to the research question?

Does the introduction clearly state why the student has chosen the particular research question and what it has to offer to existing knowledge on the topic?

Has the student included a critical perspective on a secondary source to support the student's own argument?

Criterion B: Knowledge and Understanding 6 pts

How clearly relevant and appropriate are the selection of source materials?

How clear and coherent is the understanding of the topic?

Has the student used subject-specific terminology (related to language and literature) and applied it appropriately to their chosen topic?

How clear is the historical context of the work for Cat 1 and 2?

For Cat 3, has the introduction focused on how the existing knowledge of that subject is enhanced through this exploration, considering specific cultural contexts?

Criterion C: Critical Thinking 12 pts

How well does the student show an ORIGINAL ARGUMENT rather than just adopting the views of critics or just merely including plot summary?

How well does the student show a PERSONAL INTERPRETATION?

Does the writer give a REASONED ARGUMENT and CRITICALLY EVALUATE the sources?

Are there CLEAR CONCLUSIONS as part of the evaluation of the topic?

Criterion D: Presentation 4 pts

To what extent has the student used proper formatting of the paper, citations, bibliography, conventions, and organization?

Has the student met the range of 3,500-4,000 words? Please note examiners will NOT read beyond 4,000 words.

If charts are included (more for Cat 3), are they directly relevant to the research question and properly cited?

Please note that failure to acknowledge and reference your sources can result into a case of possible academic misconduct. Proper internal citations (in-text or footnotes) and a bibliography (MLA or Chicago) are essential. All ideas that have been paraphrased, quoted, or summarized need to be cited appropriately.

Criterion E: Engagement 6 pts (Based on student reflection, RPPF in Managebac)

To what extent has the student showed engagement on decision making and planning that are evaluative and reference the student’s ability to consider actions and ideas in response to challenges?

To what extent did the student show authenticity, intellectual initiative, and a creative approach in the student voice?

Questions to consider for students:

What were your challenges through the decision-making and planning process throughout the completion of the essay?

What approaches and strategies did you adopt through the research and writing process?

What Approaches to Learning skills have you acquired and how have they helped you develop as a learner?

How have your conceptual understandings developed or changed as a result of the research?

How did you overcome challenges through the research phase?

What other questions emerged through the result of your research?

What would you have done differently if you were to undertake this research again?

Note: To be effective in reflecting, students need to highlight the steps and journey through the process of writing the extended essay. Students need to show evidence of critical and reflective thinking with insight and originality in their narrative voice.

Score is out of 34 points total, (28 points without Criterion E).

A quality: Work of an excellent standard, 27-34 pts (22-28 without Criterion E)

B quality: Work of a good standard, 22-26 pts (18-21 without Criterion E)

C quality: Work of a satisfactory standard, 15-21 pts (12-17 without Criterion E)

D quality: Work of a mediocre standard, 8-14 (7-11 without Criterion E)

F quality: Work of an elementary standard, 0-7 (0-6 without Criterion E)

What guidance does IB give for interpreting the rubric for an English EE?

Please see the IB specific handout for Language and Literature.

How do I format my Works Cited or Bibliography?

Use one of these editors to help you:

easybib.com

citationmachine.net

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English Extended Essay: The Complete Guide for IB Students

by  Antony W

March 13, 2023

Group 1 Extended Essay subjects give IB students the opportunity to conduct independent research into a topic of interest in English, Language, and Literature.

Apart from promoting creativity and intellectual discovery, the subject group helps you to appreciate the value of advanced research and improve your writing skills.

In this guide, you’ll learn everything you need to know about English Extended Essay.

In particular, we will look at the definition of English EE, English EE categories, and some English Extended Essay topics to get you started.

English Extended Essay Categories

Category 1: language.

This category focuses on the analysis of some aspects of English.

Topics such as national language policies of English speaking countries, the influence of technology on English vocabulary, and use of dialects and ascents would fit into this category.

The primary sources of information for this category would be newspapers, interviews, and websites. You secondary sources would be articles and journals.

Category 2: Culture and Society

We divide Culture and Society further into two sub-categories.

In the first sub-category, the focus is on the effect of cultural change on a language in a particular issue on the use or form of the language itself.

In this case, your essay can focus on topic to do with gender, communities, or social groups.

For example:

• Does language reflect a shift in gender roles in the workplace?
• To what extend has the rise and use of slang among teenagers affected the English language?

Such are important and interesting questions that your Extended Essay can focus on if you choose to work on this sub-category.

The second sub-category focuses on artefacts. While this sub-category is general in its cultural nature, it must be specific to a country or community that speaks the language.

To research topics in this sub-category, you will have to use cultural artefacts, which can be visual documents (such as architectures and films), written documents (such as newspapers, articles, adverts, and magazines), spoken documents (such as interviews and screenplays), and fashion icons (such as food dishes or brands).

Category 3: Literature

This category of English Extended Essay is based on a specific work of literature wit text written in the English language.

How to Write English Extended Essay

Writing a 4,000-word essay takes time. You have to identify a topic of interest, develop a research question, determine what to base your research on, and find the right information to include in the essay.

In the following section, you’ll learn how to write a comprehensive English Extended Essay using an easy to follow, systematic approach – even if you think your topic of interest in the subject looks complicated.

Step 1: Pick a Topic of Meaningful Interest to You

Explore the topics and themes taught in you English class and pick one that’s not only of interest to you but also one you’d like to know more about.

Generally, the English EE topic you choose should:

• Be something you’re keen to investigate
• Allow you to formulate a relevant research question
• A subject that you can answer in 4,000 words

After identifying your area of interest and the topic that you would like to explore, it should be easy for you to develop a relevant research question to explore.

Step 2: Develop a Research Question

Many IB students fail Extended Essay because they get the research question part completely wrong. Quite too often, they choose narrow or broad topics that they can’t answer in 4,000 words.

You shouldn’t make the same mistake with your English Extended Essay. What you need is a workable research question with a clear focus that you can answer within the word limits of an Extended Essay.

To arrive at more concise topic to explore in your English Extended Essay, it’s best to employ relevant limiting factors to the broad topic.

For example, the theme “how technology and social media impact our lives” is obviously too broad because it doesn’t tell us what part or component of our lives social media affects exactly.

By applying limiting factor to this theme, we can come up with a more focused research question that will be easily to evaluate within the limits of the expected word count.

A question such as “ to what extent social media corrupted or contributed or corrupted the English language” would be an interesting and more specific topic to explore in your EE.

Step 3: Choose What to Base Your Research On

The third step to writing an English Extended Essay is to find relevant sources to support your research into the topic you selected in step 1.

Start by determine which English category you wish to base your Extended Essay on. That’s because there are minimum expectations when it comes to primary as well as secondary sourcing.

Step 4: Find More Information for Your Extended Essay

If you’ve ticked all the boxes in step one to three, schedule an appointment with your supervisor for more guidance on how to proceed further with your research project.

English Extended Essay Topics

You shouldn’t worry too much if you feel stuck on choosing the best topic for your English Extended Essay . We’ve put together a list of some topic ideas that cover different areas in literary themes, literature, and the English language.

English Extended Essay Topics for College and University

• Is the English a language of customs and traditions with no hard and fast rules unlike other languages in the world?
• How is the American English different from British English, and which one is superior to the other?
• Has globalization played a role in the development of the English language?

English Extended Essay Topics on English Poetry

• Was poetry a text of upper classes in English literature in the classical age and in the era of renaissance?
• Why are there fragmentation and lack of interconnectivity between the stanzas of poems in modern poetry?

English EE Topics on American Literature

• Do various American novels and other literary texts show how the American dream proves to be a complete failure?
• Why were slaves against the anti-slavery movement in the United States of America?

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

IB Extended Essay: Research Questions

• Research Questions
• Past Essays
• Notes & Outlines
• Works Cited Page
• In-Text Citations
• Assessment Criteria
• Reflections
• Supervisor Info
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IB Command Terms

Command terms are the key terms and phrases used in examination questions. 

See the lists below for the terms and definitions for each IB subject

• Visual Arts command terms
• Biology command terms
• Chemistry command terms
• Math command terms
• Language and Literature command terms
• Economics command terms
• Physics command terms

Sample research questions

Source: IBO.org

Question Starters

Source: Oxford Course Companion, p.17

Research Questions: Class of 2020

Visual Arts: To what extent are the developments in American military aircraft nose designs from World War 2, Vietnam War and Gulf War more connected to individual crew preference than to the visual culture of America, 1940 - 1990?

English A: To what extent does William Shakespeare employ Elizabethan elements in Romeo and Juliet to build towards the eventual tragedy?

English A: To what extent did news media outlets, specifically CNN and Fox News, use different reporting methods to portray the candidates in the 2016 United States presidential election?

English A: How do aspects of real-life societies inform and shape A Clockwork Orange and The Handmaid’s Tale?

English A: How were African Americans portrayed in American sitcoms from 1980 to 2000?

English B: To what extent does 'The Fault in Our Stars' by John Green reflect 'The Hero's Journey'?

English B: To what extent does social media influence or have an effect on the english language usage?

English B: To what extent does the usage of AAVE affect an individual’s social status and mobility?

English B: To what extent does the development of the Super Bowl mirror specific aspects of American cultural, social, and economic trends?

Psychology: To what extent is the phenomenon of Karoshi, the overworking of office workers in Southeast Asia, interconnected with symptoms of depression?

Psychology: To What Extent is Cognitive Behavioral Therapy, as an addition to traditional pharmacotherapy necessary for the successful treatment of Schizophrenia?

Psychology: To what extent is Δ9-THC an effective antidepressant that can be used to treat patients with depression?

Chinese B: 论新时代网络语言对现代汉语有何种影响？

Chinese B: 中国嘻哈歌手如何运用歌词传播中华文化？How do Chinese Hip-hop Artists Promote Chinese Culture through Lyrics?

Economics: To what extent have increases in rental prices (2017-2018) shrunken the market for Korean restaurants in Chegongmiao, Shenzhen?

Economics: How does President Moon's minimum wage policy affect convenience store market in Seocho 1-dong, South Korea?

Business: To What Extent Does the WeChat Application in Tencent's Business Model Play a Role in its Success?

Business: To what extent has Samsung's acquisition of Harman Kardon helped in increasing revenue and access to new markets?

Research Questions: Class of 2019

World Studies (Biology & Economics): How does mountain gorilla (Gorilla beringei beringei) ecotourism support and strengthen local economies while ensuring the mountain gorillas’ health and survival?

English A, Category 3: How are skincare companies like: Neutrogena, Nivea, and Dove promoting white supremacy?

English B, Category 2B: To what extent do the changes in Cersei’s and Daenerys’s character development in the HBO series Game of Thrones show they are ultimately both motivated for and by power?

Visual Arts: To what extent did visual qualities in Coco Chanel’s Little Black Dress 1913, influence black dresses created by Chinese fashion designer Vivienne Tam and haute couture designer Yiqing Yin in regards to development in visual elements and societal acceptances in the 21st century?

Business Management: “To what extent was Apple Inc.’s acquisition of Beats Electronics, LLC an effective growth strategy?”

Math, Group 5: Investigating the Korean MERS outbreak using the SEIR model: How would hypothetical diseases be simulated if variables of the SEIR model were to be altered?

Business Management : To what extent has the benefits offered by Shekou International School helped them retain staff?

Economics: To what extent has the subsidy that was introduced in 2016 for hybrid electric vehicles led to a rise in demand for domestic car producers in Baden Württemberg?

Chemistry: How does the addition of salt (NaCl) which modifies the salinity affects the interfacial tension and stability of oil-in-water emulsion?

World Studies (History & Literature): What aspects of the anti-vaccination movement, and “The Crucible” relate to mass hysteria during the Salem Witch Trials?

Psychology: To What Extent Do Behavioural Addictions Fit The Criteria for ‘The Disease Model of Addiction’?

World Studies (Economics & Politics): To what extent has the political decision to host the 2016 Olympic Games in Rio de Janeiro affected Brazils’ economy and the financial welfare of its citizens?

Physics: To what extent does the volume of water affect the altitude gained by adding a constant pressure?

Psychology: To what extent are sociocultural and biological factors major causes of elderly people’s depressive behavior?

World Studies (History & Economics): To what extent did the LGBTQ community contribute to making attractive neighborhoods in the US and why are they pushed to leave them now?

Economics: To what extent is the cafe market in Shekou, Shenzhen, monopolistically competitive?

Economics: “Which is the most important factor that changes the real estate price rate in Magok-dong, Gangseo-gu, Seoul Korea?”

Business Management: To what extent has McDonald’s marketing strategies played a major role in becoming a prominent fast-food company in Korea?

World Studies (Physics & Geography): To What Extent is the Design of the Standard Houses that Gawak Kalinga Builds Able to Withstand the Seismic Hazards Present in Manila?

World Studies (Economics & Music): To what extent is electronic music’s economy expanding?

Visual Arts: To what extent did artistic influences and material sources impact the chair designs of Gerrit Thomas Rietveld Zig-Zag (1934), Verner Panton Panton S (1956), and Tom Dixon, Capellini, S Chair (1991)?

Business Management: To what extent has Apple Inc.’s prioritization of product innovation and advertising led to sales of iPhone X?

World Studies (Psychology & Geography): How do the combined effects of Socioeconomic Status and Diabetes increase prevalences of Alzheimer’s Disease in different regions within China (PRC)?

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Extended Essay: Group 2: Language Acquisition

• General Timeline
• Group 1: English Language and Literature

Group 2: Language Acquisition

• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts
• Interdisciplinary essays
• Six sub-categories for WSEE
• IB Interdisciplinary EE Assessment Guide
• Brainstorming
• Pre-Writing
• Research Techniques
• The Research Question
• Paraphrasing, Summarising and Quotations
• Writing an EE Introduction
• Writing the main body of your EE
• Writing your EE Conclusion
• Sources: Finding, Organising and Evaluating Them
• Conducting Interviews and Surveys
• Citing and Referencing
• Check-in Sessions
• First Formal Reflection
• Second Formal Reflection
• Final Reflection (Viva Voce)
• Researcher's Reflection Space (RRS) Examples
• Information for Supervisors
• How is the EE Graded?
• EE Online Resources
• Stavanger Public Library
• Exemplar Essays
• Extended Essay Presentations
• ISS High School Academic Honesty Policy

From IB Subject Specific Guide   

  Overview 

  A group 2 Extended Essay is intended for students who are studying a second modern language. Students may not write a group 2 Extended Essay in a language that they are  offering as a language A for their diploma.

There are 3 categories of group 2 Extended Essays:

• Category 1—Language • Category 2—Culture and society (a or b) • Category 3—Literature.

Students should put the category in which they have presented their essay alongside the subject in which it is registered on the cover sheet of the extended essay, for example,

English B Cat: 2 (b); German B Cat :3; Spanish B Cat : 1.

A group 2 Extended Essay provides students with the opportunity to develop their awareness and knowledge of the language studied, and their understanding of the culture concerned. This is achieved by enabling students to pursue their interest in the language through research based on texts (taken to be any meaningful piece of spoken or written language, for example, an article, a book, a play, a poem) or on specific cultural artifacts (such as works of fine art or architecture, films, radio or television programmes, or popular music).

The Extended Essay must be written in the language for which it is registered (the target language). It must be focused on matters related to the target culture. The Extended Essay is a research essay and the assessment criteria emphasize the importance of research skills rather than linguistic proficiency. Although a certain level of ability in the language is obviously desirable in order to undertake a group 2 extended essay, fluency is neither a prerequisite nor a guarantee of success. In fact, students who are fluent in the language but who do not demonstrate the required research skills will definitely achieve a lower mark than students who are less fluent but who fulfill the other assessment criteria.

Choice of Topic

As indicated in the ”Overview” section, a group 2 extended essay aims to develop students’ knowledge and understanding of the target language and culture. Any proposed topic that will not further that aim should be rejected. The essay should consist of the study of an issue in one of three categories: language, culture and society, or literature. Combinations of these are also permissible. Each category has specific requirements that are described in this section. In addition, students should ensure that their topic:

• is worthy of investigation. For example, “Does tourism have a future in Switzerland?” or “Is the wine industry an important source of income for France?” would be too trivial for an essay of 4,000 words.

• is not too broad and allows for an effective treatment within the word limit. Topics such as “Racism in France”, “The theatre of the absurd”, or “A history of the French language” would need to be given a sharper focus.

• provides them with an opportunity to develop an argument and to demonstrate critical analysis and personal judgment rather than just knowledge. Topics that are merely descriptive or narrative, or that only summarize secondary sources (such as “French cheeses”, “The Provence region”, “The events of May 1968 in Paris”), should be avoided.

In each category the examples given are for guidance only .

Category 1 - Language

The essay should be a specific analysis of the language (its use, structure and so on) normally related to its cultural context or a specific text

Topic	Language laws in Quebec
Research question	To what extent has Bill 101 contributed to increasing the prevalence of the French language in Quebec?
Approach	An investigation into the effect of Bill 101 on the status of the French language in Quebec.

Topic	Foreign words (gairaigo) in Japanese
Research question	Do young people use more words of foreign origin than older people?
Approach	A survey of younger people and older people. Results are compared for knowledge of foreign words, frequency of their use and attitude towards their use.

Topic	Alternative use of the forms “vos” and “usted” in the Spanish of the Rio de la Plata (River Plate) region
Research question	To what extent have differences between formal and informal usage disappeared from the language used in the Rio de la Plata region?
Approach	An investigation into the language of young people from Buenos Aires in the Rio de la Plata region in a range of communicative situations.

Category 2 - Culture and Society

A: essays of a sociocultural nature with an impact on the language 

The essay should be an analysis of a cultural nature that describes the impact of a particular issue on the form or use of the language.

Topic	Language and feminism
Research question	Should feminine forms of more job titles be created in French to reflect shifting gender roles?
Approach	An examination of the linguistic and sociological arguments for and against the feminization of more job titles in French.

Topic	Language for family members
Research question	Does Japanese need new words to describe non-traditional family relationships as society changes?
Approach	A commentary on how the use of the words "shujin" and "kanai" have changed, together with an examination of the social factors that may require new linguistic terms for family relationships to be created.

Topic	Language and discrimination
Research question	To what extent does the language used by groups of young students from a secondary school in Buenos Aires reflect racial discrimination?
Approach	A sociolinguistic investigation into the way language used by young people reflects attitudes of discrimination present in contemporary society.

B: essays of a general cultural nature based on specific cultural artifacts 

The essay should be an analysis of a more general cultural nature but specific to a country or community where the language is spoken. Topics that are too broad and could apply to many cultures (like globalization, the death penalty or eating disorders) are inappropriate. Essays of a general cultural nature must be based on specific cultural artifacts. Cultural artifacts in this context are understood to include a wide variety of phenomena, ranging from works of fine art to newspapers, magazines and cartoons, to films, television programmes and popular music.

Topic	Social criticism in the songs of MC Solaar
Research question	What is the nature of MC Solaar’s rap critique of modern French society?
Approach	An analysis of adverts targeted at the youth market seen over a one-month period, together with an analysis of how these are targeted, and possible reasons why the images used are chosen.

Topic	Adverts in the Japanese media
Research question	How and why do Japanese advertisers use such a high proportion of non-Japanese models in advertising?
Approach	An analysis of adverts targeted at the youth market seen over a one-month period, together with an analysis of how these are targeted, and possible reasons why the images used are chosen.

Topic	Representation of women in tango
Research question	Which roles do women play in tango lyrics?
Approach	A critical and thematic analysis of a corpus of tango lyrics to reveal female roles.

Category 3 - Literature

The essay should be an analysis of a literary type, based on a specific work or works of literature exclusively from the target language. In the case of a comparison of texts, all texts must originally have been written in the target language.

Topic	Haitian politics as depicted in works by Dany Laferrière and Gary Victor
Research question	Does Dany Laferrière in  share the same point of view on Haitian politics as Gary Victor in
Approach	An investigation into the similarities between the ways these two writers treat this theme.

Topic	Pastoral references in Kenji Miyazawa
Research question	What role does the natural world play in
Approach	A commentary on the literary devices used by the author, together with the effect these have on the work.

Topic	Fictionalization of history in Abel Posse’s novels
Research question	How does Abel Posse construct an imaginary history in his novel
Approach	A textual analysis to reveal the narrative techniques used by the author to make the plot contrast with the order of chronological events.

Helpful Websites

IB Language Acquisition Subject Specific Guide  - Use tabs on the left under Language Acquisition: Subject Specific Guide for more information. 

Gale Communications and Mass Media 

Gale Literature Resource Center

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Example essays

The International Baccalaureate® (IB)  programme resource centre,  a key resource for educators at IB World Schools, includes several examples of  extended essay titles .

These highlight the diverse range of topics covered by International Baccalaureate® (IB) Diploma Programme (DP) students during their extended essays.

Some examples are:

• “An analysis of costume as a source for understanding the inner life of the character”
• “A study of malnourished children in Indonesia and the extent of their recovery after a period of supervised improved nutrition.”
• “Doing  versus  being: language and reality in the Mimamsa school of Indian philosophy.” 
• “The effects of sugar-free chewing gum on the pH of saliva in the mouth after a meal.”
• “To what extent has the fall in the exchange rate of the US dollar affected the tourist industry in Carmel, California?”
•  “What level of data compression in music files is acceptable to the human ear?”

Also available in the programma resource centre , the Diploma Programme Assessment Procedures has guidance on choosing a subject for the extended essay.

The PRC is only available to existing IB World Schools.

You can also purchase examples of essays in the IB Store . These essays fulfil the requirements for an ‘A’ grade in the extended essay.

If your school is not one already, learn how to become an IB World School  in order to implement the DP.

Extended Essay

• Mathematics
• Studies in language and literature
• World studies extended essay
• Visual arts
• Language Acquisition

Language Acquisition Sample B

Extended Essay: Exemplar Commentary
Subject	Language B English	If applicable, theme for WSEE
If applicable, category for language essays	Category 3	If applicable, subjects used for WSEE
Title of essay	Real life violence against children compared to that depicted in fiction
Essay number	B	Examination session	May 2014
Assessment of extended essay
Criteria	Mark awarded	Commentary
A: Focus and method [6]	2	The topic is communicated, but the purpose and explanation remain vague. The intention of the question is understood, but is not clearly linked to the Research question as stated. Methodology and how the sources will be used is not well set out, apart from mentioning the novel. From the introduction, it is not entirely clear what direction the candidate has chosen for the discussion that follows.
B: Knowledge and understanding [6]	3	There is a basic knowledge of the plot of the novel and a number of examples of police or government violence in Brazil. Though the material used is mostly relevant, the connection to “overpopulation” is not very clear. Thus, the depth of understanding is somewhat dubious. The claim that overpopulation is a cause for violence works for the novel, but is strained in the examples from Brazil. Over-crowded conditions is partly related but not well explained.
C: Critical thinking [12]	5	The research is heavily dependent on plot summary in the case of the novel; however, the historical incidents in Brazil are well chosen. Unfortunately, the candidate has trouble clearly articulating the connection between these different contexts, though the idea is relevant and not lost on the reader. The conclusions are rather weakly put forward and only partly supported by the evidence. The weakness of the Research question is mirrored in the weaknesses apparent in the argument.
D: Presentation [4]	3	The essay structure is generally appropriate and the expected elements of an essay (title, introduction, conclusion, bibliography etc) are included, though the section titles of “Introduction”, “Body”, and “Conclusion” do not contribute to the subject whatsoever. The references are appropriate when used and the bibliography is properly set out. Overall, the weaknesses do not significantly impact the reader.
E: Engagement [6] (not included)		The assessment of an accompanying RPPF will affect the overall mark awarded and the grade achieved.
Total marks awarded	13	The student, though enthusiastic and engaged, has some language challenges as evidenced by the lack of a clear explanation of the connection between the incidents in the novel and those in Brazil in the past. The sources are appropriate for the topic, but neither the Research question nor the comparison is well articulated, which is reflected in the argument as well. Reading beyond the difficulties in language, the student does make an interesting comparison between the reasons for apparent state-sponsored violence toward children. The explanation of the topic seems a little too sophisticated for the candidate.

Language_acquisition Sample C

Extended Essay: Exemplar Commentary
Subject	Language B English	If applicable, theme for WSEE
If applicable, category for language essays	Category 2b	If applicable, subjects used for WSEE
Title of essay	The changing perceptions of women's football in Great Britain
Essay number	C	Examination session	May 2014
Assessment of extended essay
Criteria	Mark awarded	Commentary
A: Focus and method [6]	4	The candidate does identify and try to explain the Research question; however, as a category 2b essay (presumably women's football as a cultural icon or artifact), the focus of the essay seems somewhat clear in a descriptive historical sense, but is only partially appropriate because it does not focus on illustrating the changes in perception clearly (eg through changes in language or other clear measures). It would be useful to decide precisely what kind of evidence should be used to illustrate the change.
B: Knowledge and understanding [6]	4	There is a general knowledge of the topic evident, especially historically. Sources are adequate, though not always used to full advantage, eg the statistics on spectator attraction and the gender-biased language. The descriptive emphasis is only partly appropriate and limits evidence of understanding. The language and use of terminology are adequate.
C: Critical thinking [12]	6	The structure of the argument is vague, but there is potential. There is an attempt to present early attitudes toward the sport, but too much attention is given to historical developments that do not clearly show changing attitudes. The brief references to language in the media and later increased spectatorship show some thought, but are never exploited to contribute significantly to the argument. Thus, only some of the research and analysis is directly relevant and some key points are only partially supported or developed. The conclusion is mostly consistent, but remains somewhat superficial. It is an interesting idea, but not quite sharp enough in the presentation of the argument to earn higher marks.
D: Presentation [4]	3	The presentation contains all the required layout elements of an essay (title, TOC, introduction, conclusion, bibliography, etc) and the structure shows evidence of some planning. The references are generally appropriate. There are, however, some inconsistencies in the presentation of information and appropriate explanation as seen, for example, in the spectator graph.
E: Engagement [6] (not included)		The assessment of an accompanying RPPF will affect the overall mark awarded and the grade achieved.
Total marks awarded	17/28	This is an interesting topic that is appropriate for Language B, though it does lack focus on the concrete evidence illustrating how attitudes have changed over time. The historical approach is limited and focuses more on the early struggles. The “turning point” is not made very clear and more modern developments are left by the wayside. The number of spectators alone is not sufficient to show a change in perception. The lack of measurable evidence weakens the argument overall, resulting in a satisfactory but not insightful attempt to present the material. Please note: as a result of modifying existing extended essays for illustrative purposes, not all exemplars have an accompanying RPPF for assessment under criterion E (this is a mandatory element for all essays as of 2018). As a result, this essay has been marked out of 28 rather than 34.

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