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The Diploma Programme
The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma
Programme subjects—normally one of the student’s six chosen subjects for the IB diploma. It is intended
to promote high-level research and writing skills, intellectual discovery and creativity. It provides students
with an opportunity to engage in personal research in a topic of their own choice, under the guidance
of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured
writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate
to the subject chosen. It is recommended that completion of the written essay is followed by a short,
concluding interview, or viva voce, with the supervisor.
The extended essay is assessed against common criteria, interpreted in ways appropriate to each subject.
The extended essay is:
· compulsory for all Diploma Programme students
· externally assessed and, in combination with the grade for theory of knowledge, contributes up to
three points to the total score for the IB diploma
· a piece of independent research/investigation on a topic chosen by the student in cooperation with
a supervisor in the school
· chosen from the list of approved Diploma Programme subjects, published in the Vade Mecum
· presented as a formal piece of scholarship containing no more than 4,000 words
· the result of approximately 40 hours of work by the student
· concluded with a short interview, or viva voce, with the supervising teacher (recommended).
In the Diploma Programme, the extended essay is the prime example of a piece of work where the student
has the opportunity to show knowledge, understanding and enthusiasm about a topic of his or her choice.
In those countries where it is the norm for interviews to be required prior to acceptance for employment
or for a place at university, the extended essay has often proved to be a valuable stimulus for discussion.
The extended essay and the IB learner profile
The learning involved in researching and writing the extended essay is closely aligned with the
development of many of the characteristics described in the IB learner profile. Students are, to a large
extent, responsible for their own independent learning, through which they acquire and communicate
in-depth knowledge and understanding. The research process necessarily involves intellectual risk-taking
and extensive reflection; open-mindedness, balance and fairness are key prerequisites for a good extended
essay.
Students and teachers familiar with the IB Middle Years Programme (MYP) will find that the extended
essay is a natural progression from the MYP personal project.
Introduction
Nature of the extended essay
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Relationship to theory of knowledge
Whichever subject is chosen, the extended essay shares with the theory of knowledge (TOK) course a
concern with interpreting and evaluating evidence, and constructing reasoned arguments. Where the
two differ is in the emphasis placed on the research process and its formal outcomes. These aspects are
of primary importance in the extended essay but are given much less weight in TOK: in the Theory of
knowledge guide (March 2006) the section describing the TOK assessment tasks states that “neither the
[TOK] essay nor the presentation is primarily a research exercise”. At a more abstract level, both TOK and
the extended essay promote reflection on the nature of knowledge and on how new knowledge is
produced.
International dimensions
Some extended essay subjects include cross-cultural questions within them. Others invite such an
approach. Whatever the subject, the extended essay student should strive to find relevant information
from a diverse range of sources.
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Nature of the extended essay
The aims of the extended essay are to provide students with the opportunity to:
· pursue independent research on a focused topic
· develop research and communication skills
· develop the skills of creative and critical thinking
· engage in a systematic process of research appropriate to the subject
· experience the excitement of intellectual discovery.
Introduction
Aims
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In working on the extended essay, students are expected to:
1. plan and pursue a research project with intellectual initiative and insight
2. formulate a precise research question
3. gather and interpret material from sources appropriate to the research question
4. structure a reasoned argument in response to the research question on the basis of the material
gathered
5. present their extended essay in a format appropriate to the subject, acknowledging sources in one
of the established academic ways
6. use the terminology and language appropriate to the subject with skill and understanding
7. apply analytical and evaluative skills appropriate to the subject, with an understanding of the
implications and the context of their research.
Note: “material” has different meanings in different subjects. It may be data or information; it may
be arguments or evidence.
Introduction
Assessment objectives
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It is required that the school:
· ensures that extended essays conform to the regulations outlined in this guide
· ensures that students determine the subject for their extended essay from the approved extended
essay list (in the Vade Mecum) before choosing the topic
· ensures that each student has an appropriately qualified supervisor, who is a teacher within the
school
· provides supervisors and students with the general and subject-specific information, and guidelines
for the extended essay, contained in this guide
· provides supervisors with recent extended essay subject reports
· ensures that supervisors are familiar with the IBO document Academic honesty
· explains to students the importance of the extended essay in the overall context of the Diploma
Programme
· explains to students that they will be expected to spend approximately 40 hours on their extended
essay.
It is strongly recommended that the school:
· sets internal deadlines for the stages of producing the extended essay, including provision for a
concluding interview (viva voce)
· ensures that students have been taught the necessary research skills
· provides appropriate training for supervisors.
Outline