Extended Essay Suggestions

            From Robert Hines, Richard Montgomery High School

            IB History teacher and examiner

 

The following are based on the chief examinerπs report and my own experience as an IB EE grader

 

General Assessment Criteria: (24 points)

 

• Narrow the topic to a "study in depth of a limited topic."
• Balance primary, secondary, experimental, and other source material as needed by the subject criteria.
• Must have sufficient evidence in both endnote/footnotes and bibliography.
• Use any format for footnotes/endnotes and bibliography – but be consistent and follow the rules.
• Separate bibliography by type of source (primary, secondary, journals, newspapers, et.al.).
• Footnotes/endnotes need precise page numbers (not pp. 36-99)
• Table of Contents must be detailed with sub-sections – not just "Introduction, Body, Conclusion."
• Avoid the first person, "I think, I believe, I feel."  First person is ok for conclusion, however.
• Clearly articulate the research question in both the abstract and introduction.
• The Abstract has three exact requirements.  If just one is missing, the candidate receives no points in this section.  Suggest three paragraphs – (1) clearly stated research question, (2) summary of paper, (3) clear, concise conclusion.
• Explore scholarly journals and/or use varying interpretations.
• Annotate the major sources in the final Bibliography.
• Make sure there is a clear argument running through the essay.  A simple narrative will score poorly.
• Sources and evidence need to be analyzed critically.
• Back up your argument with sufficient evidence.
• Effective closure in the conclusion needs to make note of new questions and perspectives raised with a strong final statement pointing back to the research question.
• Make the title clear and not verbose.  Research questions should not be the title.
• Do not single space the final draft.
• Place extra material in appendices (which donπt count against word limit).
• Go over General and Subject specific criteria before final draft is due.

Subject Assessment Criteria-History: (12 points)

 

• Do not use parenthetical citations.  They are not wrong, but are not useful for history papers.  Look at a copy of Concord Review for examples of good student work (samples can also be viewed on their website: http://www.tcr.org/tcr/essays.htm)
• Make sure the thesis fits into history criteria, and not sociology, psychology, world religions, etc.
• Be critical and demand complete citations of internet sources, avoid on-line encyclopedias, dot com sites, etc.  Limit the number of internet sources used, but some cites are excellent (American Memory at the Library of Congress and the Avalon project at Yale).  For journals and books try www.questia.com (small fee and registration required).
• Be sure to comment on different interpretations, strengths and weaknesses of sources.
• Make sure there is sufficient and varied source material that can be accessed.  Ask students in early meetings where each source is located.
• Candidates must demonstrate good historical knowledge.
• Stay away from topics from the last 10-15 years as papers tend to be journalistic and narrative.
• Encourage reference to the most recent scholarship in both books and journals.
• Use a variety of source material; many Ibid.πs, repeatedly using the same author, does not demonstrate depth of research.
• Supervisors need to pay close attention to how students document their essays.  They will need careful advice on when and where they place citations.
• Many candidates think they should only include evidence that supports their thesis.  They need to be encouraged to bring in other evidence which they can rebut or demonstrate nuance of argument.
• Explanatory footnotes/endnotes are useful tools for contradictions or digressions and help with word count. 
• A family interview (or any other interview) needs proper context provided in a footnote/endnote.  This should give the personπs relationship to the event, date of interview, etc.  Interviews need to be balanced with secondary and other relevant primary sources.
• Donπt assume that the reader is an expert on any specific historical period.  Remember that the reader of a paper on American history may be in Italy and have little knowledge about your subject.