Vienna International School

IB Extended Essay
Information Booklet for Students

Name:
Deadline
Monday 3rd December 2012
1

Table of Contents
Section

Page(s)

Acknowledgements

Extended Essay Checklist and Calendar for 2012-2013

4-5

Frequently Asked Questions

6-10

Academic Honesty and Plagiarism

10-11

Assessment Criteria

12-15

Extended Essay Sample Research Questions

16-18

Extended Essay Hints

19-20

Extended Essay Checklist

21-22

My Notes

23

Acknowledgements
Many thanks to Mrs. Jocelyn Blink for the use of many previous
documents used at VIS

Extended Essay Checklist and

Calendar for 2012-2013
Most of the deadlines shown below are suggestions to help you to keep on track. Those
shown in bold are mandatory and must be adhered to. These deadlines appear on the
Manage BAC system and are compulsory.

Getting started on the essay:

I have attended the assembly on the Extended Essay and listened to
the presentations from Mr Martin and Mr Bancroft.

26/3

I have visited the library and spoken to the librarian about looking for
sources in the VIS Library and databases

30/3

I have completed the ManageBAC form to indicate which 3 subjects

are my 3 preferences for the EE and indicated my preferred
supervisor. Checkpoint 1.

20/4

I have received notification of the subject area and the name of my

supervisor.

27/4

I have had a look at textbooks, library books, journals, the internet

etc. to find ideas about a possible topic for my essay.

4/5

I have met with my supervisor and discussed my ideas.

I have selected a topic to research and drafted a possible title for
the essay which is entered onto the Manage BAC system.
Checkpoint 2.

25/5

Selecting a title:
I have spoken to the librarian about resources available on my topic.

01/6

I have done my own research on resources and collected a working

bibliography.

11/6

I have finalised my title and research question both of which were

discussed with my supervisor to ensure they are sufficiently narrow
to make progress within the word count. Checkpoint 3.
I have mapped out a rough structure of the essay.

15/6

I have read and understood the academic honesty policy and

guidelines on ManageBAC and the MLA guide to citations and
referencing.

22/6

22/6

Summer work:
During the summer I have spent 20 to 25 hours working on my EE and
have completed the first go
I have compared my essay to the assessment criteria and made any
changes necessary to ensure it meets the demands of the IBO.
I have checked my work for spelling, punctuation and grammar
errors, and ensured that it does not exceed the word count.
First Go deadline Checkpoint 5. I have uploaded a copy of my First
Go to the ManageBAC system and provided a paper copy to the
IBDP Office

August
2012
August
2012
August
2012
31/8

Revisions to the essay:

I have met with my supervisor to discuss feedback on the first go(if
your supervisor has changed this should be your new supervisor) to
receive feedback on the work I have completed.
I have written a bibliography using MLA style.
I have made necessary adjustments to the content of the essay
I have submitted the Final draft of my essay to ManageBAC and
provided a paper copy to the IBDP Office (4000 words) Checkpoint 6.

21/9

15/10
15/10
09/11

Finishing touches:
I have written an abstract of less than 300 words.
I have ensured that my essay conforms to the presentation standards
set out in the IBO guidelines.
I have handed in my final essay and a copy has been uploaded to
ManageBAC. Checkpoint 7.

23/11
23/11
03/12
4pm

Frequently Asked Questions:

What is the purpose of the Extended Essay?
The Extended Essay (EE) aims to give you the chance to undertake a piece of independent
research into a topic that interests you. It is seen as an excellent introduction to the type of
work you will be undertaking in university. It is valued very highly by admissions tutors as it
allows them to see that you can already cope with independent study.
What is assessed?
The emphasis of the assessment is placed on the way you have gone about your research
and the clarity with which you have communicated your findings. Some assessment criteria
assess the level of analysis or quality of your conclusions. There are a significant number of
marks available for ensuring that the presentation of your work complies with IBO
guidelines. You can see the assessment criteria later in this booklet.
How many points does it count for?
The EE and Theory of Knowledge together contribute 3 points towards your Diploma. These
bonus points can play an important role in meeting university points offers, however it is
also important to keep this task in perspective. Remember that your other subjects count
for 42 points!
What happens if I dont complete an Extended Essay?
Non completion of the EE is a failing condition for the Diploma. If you get an E for EITHER
the EE or TOK, this is also a failing condition.
Can I do my Extended Essay in any subject?
Your essay must fit clearly into one of the subjects offered at school. You are not allowed to
combine areas. It is recommended that you do your essay in a subject you are studying at
Higher Level, as you will have more experience in and knowledge of these areas. Remember
that you are being asked to complete an in-depth piece of research with minimal teacher
input.

You cant submit the same piece of work, or two versions of the same work, to meet the
requirements of both the EE and another assessment component of a subject contributing
to the Diploma (eg. a student can not submit an Extended Essay on the same topic as their
Group 4 Project, nor on a topic set for an English Oral Examination).
What does my supervisor do?
You will be supervised by a member of staff who is a subject specialist in the area you have
chosen. In order that we provide adequate and consistent supervision, no teacher will be
able to supervise more than 7 students. The supervisors main responsibilities will be:

To encourage and support you

To provide you with advice and guidance
To ensure that the Extended Essay is your own work
To complete a supervisor's report on your progress with the Essay

Although your supervisor will guide you through the process, you will be required to decide
on the topic, the research question and develop your own ideas. Your supervisor must
ensure that the chosen research question satisfies appropriate legal and ethical standards
with regard to health and safety, confidentiality, human rights, animal welfare and
environmental issues.
The supervisor is encouraged to read and comment on the first go and the draft of the
extended essay, but is not permitted to edit these drafts for you. It is your responsibility to
correct mistakes and check the accuracy of the contents of the extended essay.
How will supervisors be allocated?
There are approximately 130 students who will need supervisors. Students require a
supervisor from one of their chosen subjects, yet to provide adequate supervision,
supervisors are restricted to 7 candidates. Obviously, if 40 students wanted to complete an
Extended Essay in Psychology we would not be able to accommodate this under the
restriction. The procedure will therefore be as follows:

Students will state their 3 preferences for an Extended Essay from the list provided
(students are strongly encouraged to select a Higher Level subject but should also
read the recommended prerequisites).

If the number of students opting for a subject exceeds the maximum number (7 x
no. of staff), then a random selection will be made. Those students not randomly
selected would then be allocated their second or third choice using a similar system.

How long will it take me to write the essay?

The IB recommends a total of 40 hours for all preparation, research, note taking and writing.
When planning your time you should remember that the first term of grade 12 is a very
demanding time, you will be writing university applications and preparing for mock exams
and working on Internal Assessments in many subjects. You will find it very difficult to
complete your essay unless the majority of it is written during the summer months
between Grade 11 and Grade 12.

How is the essay marked?

Is it very important you follow the assessment criteria as this is the criteria on which your
essay is marked. Your essay is sent to an outside examiner to be marked. It is very important
that you meet the internal school deadline to ensure that your essay is able to reach the
external examiner in time. Essays that are late to the examiner will not be marked.
Getting started on the Essay
Issues to consider when choosing your topic
Suitable topics:
Choose a topic which is of interest to you.
The topic must be limited in scope so it is achievable.
The topic should present you with the opportunity to collect or generate
information and/or data for analysis and evaluation.
Before a final decision is made about the choice of topic you must read the subject
guidelines carefully. These set out the expectations of the IB and may restrict what
you can study. (For example, in some types of Group 1 English essay students must
study a book that was originally written in English.)
Unsuitable topics
A broad topic is unlikely to result in a successful Extended Essay.
A topic which requires no personal research or requires an essentially narrative or
descriptive approach is not suitable for your Extended Essay.
Although a reliance on secondary sources is sometimes necessary, an extended
essay which only provides a summary of such sources will not be successful.
Writing a prcis of a well-documented topic is unlikely to result in a successful
extended essay.
You should be aware that the most common reason for low marks is that students choose
a research question that does not fit neatly into a particular subject.
Issues to consider when setting your question
When an appropriate topic has been chosen, you should narrow the focus of the
investigation and formulate a specific research question. For many extended essays this will
be phrased in the form of a question, but alternatives such as launching the investigation
with a hypothesis are acceptable. By frequently referring to this research question, you
should be able to maintain the purpose and orientation of the investigation.

The Extended Essay Process

Decide on your subject.

Decide on your area of interest (topic).

Do some initial reading.

Formulate a question.

Read some more on this topic.

Refine the question.

Stick to the question!

The following advice is adapted from:
http://www.dissertationsuccess.com/resquest/resquest.htm
1. Start with a question which has a '?' at the end.
In their first meeting supervisors generally find that their students have a vague idea of a
topic they are interested in, but describe their interest as being an essay that is: 'something
about' You must turn that 'something about' into a question. Posing a direct question will
make the process of doing your research much more focused. Your title might not express
this as a question, you may evaluate a hypothesis or quote, but there must be a question
behind it.
2. Identify a question that will keep you interested.
You are going to be working on this question until December and it will be much easier to
keep at it if it is something that you are genuinely curious about. Do not choose a question
that bores you when you start, no matter how clever it may seem. Your Extended Essay is
likely to be the longest piece of academic work you complete at VIS and you want to remain
interested right to the end!
3. Choose a topic which has available resources.
You dont want to find that the most difficult part of your work is simply finding information.
Do some initial reading to gain a broad overview. Pick out areas of the subject that interest
you and start to look for resources in that area, as you look draw up a rough working

bibliography. Make sure that you can find enough information before you finalise your
research question.
4. Ground your work clearly in one subject.
Extended Essays which become transdisciplinary score very badly. Make sure your question
clearly fits into the field in which you have been entered.
5. Do not expect that finding a 'good research question' is quick, easy, or remains fixed
throughout your project
This is probably the hardest part of your Extended Essay, but if you get it right everything
else will follow! It therefore seems worth spending some time on it. It will seem frustrating
to spend a few weeks on this but only have a couple of lines of work as a result.
Nonetheless, getting this right makes gives purpose and direction to the rest of the work.
Do not alter your research question without discussing the reasons with your supervisor
and gaining their advice. You should not even consider changing your research question
after the start of the summer holidays.
For more advice look at this website:
http://www.libraries.psu.edu/instruction/infolit/andyou/mod1/pre.htm

Academic Honesty and Plagiarism

Regulation 4 of the Extended Essay guidelines refers to Malpractice
The IB defines malpractice as the attempt by a candidate to gain an unfair advantage in any
assessment component. Collusion is when a candidate knowingly allows his or her work to
be submitted for assessment by another candidate. Plagiarism is defined by the IB as the
submission for assessment of the unacknowledged work, thoughts or ideas of another
person as the candidates own.
In order to avoid charges of plagiarism, candidates must always ensure that they
acknowledge fully and in detail the words and/or ideas of another person.
The VIS Plagiarism Policy adds the following:
What is Plagiarism?
Plagiarism is derived from the Latin word meaning plunderer and kidnapping. A dictionary
definition of plagiarism is: to appropriate ideas, passages etc. from another work or
author (Hanks, P. (ed.), 1982, The New Collins Dictionary of the English Language, p865).
Thus, plagiarism means stealing other peoples words or ideas.
AT VIS we regard deliberate plagiarism as a serious offence and all forms of plagiarism as a
serious breach of good practice.

10

Examples of Plagiarism

Using the Internet to copy and paste someone elses work into a piece of
homework/coursework.
Downloading an essay from the Internet and handing it in as ones own work
Copying the work of another student

On a piece of work like the Extended Essay many students find that they plagiarise other
peoples ideas by mistake, because they have trouble distinguishing between taking notes,
and copying or paraphrasing ideas.
It is also very important to remember to accurately record where you have found all your
information when taking notes. This will allow you to reference properly, another key skill in
ensuring that your work cannot be accused of plagiarism.
Please note that both VIS and the IB use internet software to detect cases of plagiarism.
Whether this is accidental or not, students found by the IB to have plagiarised their essay
will fail their Diploma.

11

Assessment criteria
This section provides an overview of what each criterion assesses in the extended essay.
A: research question
This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the
aim of the essay will normally be expressed as a question and, therefore, this criterion is called the
research question. However, certain disciplines may permit or encourage different ways of
formulating the research task.
Achievement level Descriptor
0

The research question is not stated in the introduction or does not lend itself to a
systematic investigation in an extended essay in the subject in which it is registered.

The research question is stated in the introduction but is not clearly expressed or is too
broad in scope to be treated effectively within the word limit.

The research question is clearly stated in the introduction and sharply focused, making
effective treatment possible within the word limit.

B: introduction
This criterion assesses the extent to which the introduction makes clear how the research question
relates to existing knowledge on the topic and explains how the topic chosen is significant and worthy
of investigation.
Achievement level Descriptor
0

Little or no attempt is made to set the research question into context. There is little or no
attempt to explain the significance of the topic.

Some attempt is made to set the research question into context. There is some attempt
to explain the significance of the topic and why it is worthy of investigation.

The context of the research question is clearly demonstrated. The introduction clearly
explains the significance of the topic and why it is worthy of investigation.

C: investigation
This criterion assesses the extent to which the investigation is planned and an appropriate range of
sources has been consulted, or data has been gathered, that is relevant to the research question.
Where the research question does not lend itself to a systematic investigation in the subject in which
the essay is registered, the maximum level that can be awarded for this criterion is 2.
Achievement level

Descriptor

There is little or no evidence that sources have been consulted or data gathered, and
little or no evidence of planning in the investigation.

A range of inappropriate sources has been consulted, or inappropriate data has been
gathered, and there is little evidence that the investigation has been planned.

A limited range of appropriate sources has been consulted, or data has been gathered,
and some relevant material has been selected. There is evidence of some planning in
the investigation.

A sufficient range of appropriate sources has been consulted, or data has been

12

gathered, and relevant material has been selected. The investigation has been
satisfactorily planned.
4

An imaginative range of appropriate sources has been consulted, or data has been
gathered, and relevant material has been carefully selected. The investigation has been
well planned.

D: knowledge and understanding of the topic studied

Where the research question does not lend itself to a systematic investigation in the subject in which
the essay is registered, the maximum level that can be awarded for this criterion is 2. Academic
context, as used in this guide, can be defined as the current state of the field of study under
investigation. However, this is to be understood in relation to what can reasonably be expected of a
pre-university student. For example, to obtain a level 4, it would be sufficient to relate the
investigation to the principal lines of inquiry in the relevant field; detailed, comprehensive knowledge
is not required.
Achievement level

Descriptor

The essay demonstrates no real knowledge or understanding of the topic studied.

The essay demonstrates some knowledge but little understanding of the topic studied.
The essay shows little awareness of an academic context for the investigation.

The essay demonstrates an adequate knowledge and some understanding of the topic
studied. The essay shows some awareness of an academic context for the investigation.

The essay demonstrates a good knowledge and understanding of the topic studied.
Where appropriate, the essay successfully outlines an academic context for the
investigation.

The essay demonstrates a very good knowledge and understanding of the topic
studied. Where appropriate, the essay clearly and precisely locates the investigation in
an academic context.

E: reasoned argument
This criterion assesses the extent to which the essay uses the material collected to present ideas in a
logical and coherent manner, and develops a reasoned argument in relation to the research question.
Where the research question does not lend itself to a systematic investigation in the subject in which
the essay is registered, the maximum level that can be awarded for this criterion is 2.
Achievement level Descriptor
0

There is no attempt to develop a reasoned argument in relation to the research question.

There is a limited or superficial attempt to present ideas in a logical and coherent manner,
and to develop a reasoned argument in relation to the research question.

There is some attempt to present ideas in a logical and coherent manner, and to develop
a reasoned argument in relation to the research question, but this is only partially
successful.

Ideas are presented in a logical and coherent manner, and a reasoned argument is
developed in relation to the research question, but with some weaknesses.

Ideas are presented clearly and in a logical and coherent manner. The essay succeeds in
developing a reasoned and convincing argument in relation to the research question.

13

F: application of analytical and evaluative skills appropriate to the subject

Achievement level Descriptor
0

The essay shows no application of appropriate analytical and evaluative skills.

The essay shows little application of appropriate analytical and evaluative skills.

The essay shows some application of appropriate analytical and evaluative skills, which
may be only partially effective.

The essay shows sound application of appropriate analytical and evaluative skills.

The essay shows effective and sophisticated application of appropriate analytical and
evaluative skills.

G: use of language appropriate to the subject

Achievement level Descriptor

0

The language used is inaccurate and unclear. There is no effective use of terminology
appropriate to the subject.

The language used sometimes communicates clearly but does not do so consistently. The
use of terminology appropriate to the subject is only partly accurate.

The language used for the most part communicates clearly. The use of terminology
appropriate to the subject is usually accurate.

The language used communicates clearly. The use of terminology appropriate to the
subject is accurate, although there may be occasional lapses.

The language used communicates clearly and precisely. Terminology appropriate to the
subject is used accurately, with skill and understanding.

H: conclusion
This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the
research question and is consistent with the evidence presented in the essay.
Achievement level Descriptor
0

Little or no attempt is made to provide a conclusion that is relevant to the research

question.

A conclusion is attempted that is relevant to the research question but may not be
entirely consistent with the evidence presented in the essay.

An effective conclusion is clearly stated; it is relevant to the research question and

consistent with the evidence presented in the essay. It should include unresolved
questions where appropriate to the subject concerned.

14

I: formal presentation
This criterion assesses the extent to which the layout, organization, appearance and formal elements
of the essay consistently follow a standard format. The formal elements are: title page, table of
contents, page numbers, illustrative material, quotations, documentation (including references,
citations and bibliography) and appendices (if used).
Achievement level Descriptor
0

The formal presentation is unacceptable, or the essay exceeds 4,000 words.

The formal presentation is poor.

The formal presentation is satisfactory.

The formal presentation is good.

The formal presentation is excellent.

J: abstract
The requirements for the abstract are for it to state clearly the research question that was
investigated, how the investigation was undertaken and the conclusion(s) of the essay.
Achievement level Descriptor
0

The abstract exceeds 300 words or one or more of the required elements of an abstract
(listed above) is missing.

The abstract contains the elements listed above but they are not all clearly stated.

The abstract clearly states all the elements listed above.

K: holistic judgment
The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such
as intellectual initiative, depth of understanding and insight. While these qualities will be clearly
present in the best work, less successful essays may also show some evidence of them and should be
rewarded under this criterion.
Achievement level Descriptor
0

The essay shows no evidence of such qualities.

The essay shows little evidence of such qualities.

The essay shows some evidence of such qualities.

The essay shows clear evidence of such qualities.

The essay shows considerable evidence of such qualities.

Your supervisor will provide you with subject specific guidance for the assessment
criteria.

15

Extended Essay Sample Research

Questions
Group 1

A1 (This is to be done
in a students mother
tongue, and is a
literature-based
essay)

What are the role and the significance of dance in Pride

and Prejudice and Emma? (English)
How is the subject of death treated in selected poems of
Emily Bronte and Emily Dickinson? (English)
In what different ways do Shaw, Anouilh and Schiller
present Joan of Arc in their respective plays?

Group 2

A2 or B (For students
studying a foreign
language. These allow
students to develop
their awareness and
knowledge of the
language and their
understanding of the
culture. These are not
(usually) literaturebased essays.
Economics

Do young people in Austria use more words of foreign

origin than older people (German)

Group 3

History

Geography

Should feminine forms of more jobs titles be created to

reflect shifting gender roles? (French)
What is the role of women portrayed in tango lyrics?
(Spanish)

To what extent has the privatization of Matav, a

Hungarian telecommunication company, resulted in
increased efficiency?
To what extent has the increase in the value of the euro
affected the Alpine tourism industry?
To what extent has micro-credit contributed to improved
economic development in Keffi?
What market structure best describes the wuerstl stand
industry in the First District of Vienna?
To what extent did the Treaty of Versailles cripple the
German economy, leading to the economic crisis in 1923?
Why was Yezhov executed by Stalin even though he
appeared to be a loyal follower?
Mao Zedong: to what extent do recent interpretations of
the Long March challenge previous views?
To what extent does the quality of life in selected
communities in the city of Geneva vary with distance
from Lac Leman?
Does the distribution of riding stables in Lower Austria
correspond with the theory of distance decay?
How did the Balkans War affect the demography of
Bosnia-Herzegovina?
To what extent has climate change affected Austrias ski
industry?

16

ITGS

Group 4
Students are
strongly
encouraged to
undertake
experimental
work as part
of their
research.

Biology

Chemistry

Physics

Environmental
Systems
Design Technology

Group 5

Maths

Computer Science

Group 6

Visual Arts

Theatre

How has the layering of network protocols contributed to

the rapid development of music downloads?
To what extent can IT assist patients with motor-nerve
damage?
To what extent does the addition of e-learning systems
improve the performance of students in mathematics?
How are the distribution and growth of lichens affected
by sulfur dioxide and ozone levels in the atmosphere?
To what extent does a programme of training at high
altitude have an impact on the fitness of an athlete?
Does the time it takes to brew a cup of tea using a
specific commercial brand of tea significantly alter the
amount of caffeine that is dissolved in the drink?
To what extent do strawberry jellies obtained from 24
different countries in 5 different contents contain the
same red dye?
Do wine bottles of different shapes behave as Helmholtz
resonator?
How does the resistance of a wire vary when subjected to
different strains?
To what extent can the laws of mechanics be applied to
the sport of rugby?
From the major inputs and outputs of the school dining
room, what overall estimate can be made in terms of an
ecological footprint?
How have ergonomic factors been considered in the
design of a new telephone for physically impaired
people?
To what extent has the introduction of new materials
improved the performance of modern racing bicycles?
What was the role of mathematics, and geometry in
particular, in navigation when we relied on the stars?
How does the exponential function, and its calculus,
inform areas of science such as nuclear physics, geology,
anthropology or demography?
What is the legacy of Archimedes calculations of circular
and parabolic areas in todays methods of integration?
Will fuzzy logic replace binary logic in the future?
Has the increase in processing power diminished the
need for complicated sorting algorithms?
What is the artistic significance of recent totem poles
raised by the First Peoples of Haida-Gwai?
What is the impact of transcultural experience on the art
of Gu Xiong?
What female stereotypes did Brecht employ in his plays?
What are the main uses and types of mask in Noh drama,
and how does the mask contribute to the creation of a
character in Noh?
How did Soyinka use language rhythms in his plays and
how may these rhythms be applied in production?

17

Film

Music

To what extent can Guy Ritchie be considered an auteur?

To what extent do the films Chinatown, Blood Simple and
Pulp Fiction qualify as film noirs?
What has been the influence of Hill Street Blues on the
subsequent US television crime dramas NYPD Blue and
CSI?
To what extent have the films of Ousmane Sembene been
able to retain a truly indigenous style and content in the
face of pressures to make films more acceptable for an
international market?
What is the influence of Edgard Varese on the musical
output of Frank Zappa?
To what extent can Jesus Christ Superstar be considered a
modern classical opera?

18

Extended Essay Hints

Criterion A: Research Question (RQ) 2 marks
The research question is clearly stated in the introduction and is sharply focused,
making effective treatment possible within the word limit
Hints:
Write the RQ in bold.
Make sure that it appears somewhere in the introduction
Criterion B: Introduction 2 marks
The context of the research question is clearly demonstrated. The introduction
clearly explains the significance of the topic and why it is worthy of investigation
Hints:
Make a heading Introduction as a signal
Make specific reference to something which shows why the topic is
significant and worthy of investigation.
Criterion H : Conclusion 2 marks
A conclusion is clearly stated, is relevant to the research question and is consistent
with the argument or explanation presented in the essay. Where appropriate, the
conclusion clearly indicates unresolved questions where appropriate to the subject
concerned
Hints:
Make a heading Conclusion as a signal
Do not add any new information
If possible, try to think of a new or unresolved question. (It is not always
obvious when it is appropriate, so just do it!)
Criterion J : Abstract 2 marks
Within the abstract, the research question, the scope of the investigation, and the
conclusion reached are all clearly stated The abstract is not to exceed 300 words.
Hints:
Write three paragraphs one to include the RQ, one to set out the scope and
one to include the conclusion. You actually have to state what the conclusion
is. (See model abstract)
You must keep it within 300 words examiners are known to count the
words! Write the word count in brackets at the bottom.

19

Criterion I : Formal Presentation 4 marks

Hints;
Use the checklist provided to make sure that you have completed everything.
Examiners usually have a feel for essays that greatly exceed 4000 words and
are not obliged to read any material that exceeds the word count. You do not
need to write down a word count for the essay.
The abstract, acknowledgements, contents page, maps, charts, diagrams,
annotated illustrations and tables, footnotes, bibliography and appendices
are not included in the word count.
Make it look good!

20

Extended Essay Checklist

ANY POINT ON THIS LIST MUST BE PRESENT. THESE ARE THINGS
THAT YOU HAVE NO EXCUSE FOR NOT DOING, NO MATTER WHAT
YOUR ABILITY LEVEL.
Abstract
Is there an Abstract? (Typically, the abstract comes before the Table of Contents, and
the page is not numbered).
Does it include?

The RQ?
The scope of the investigation?
The conclusion?
Is the abstract equal to, or fewer than 300 words?

Table of Contents

Is there a contents page (Table of Contents)?

Are all the pages numbered?

Introduction

Is there an Introduction?
Is it specifically labelled as the introduction?
Does the introduction explain why the research question is worthy of
investigation?
Is the research question clearly stated in the introduction?
Have you written the RQ in bold?

References/Sources

Is there a reference/footnote for all the information that you have taken
from somewhere?
Is there a reference/footnote for every graph/table/bit of data that you have
used?
Are the references set out consistently, with page numbers if they are from a
book, and date accessed
if they are from a website?

21

Bibliography

Is there a bibliography?
Does the bibliography include all and only the works cited in the essay?
Does the bibliography specify author(s), title, date of publication, and
publisher for each reference?
If the source is a website, have you included the name of the piece, the
author (if known), the
publication from which the piece was taken, and the date accessed?
Has a standardised and accepted method been used to present the
bibliography?

Conclusion

Is there a conclusion?
Is it specifically labelled as the conclusion?
Is the conclusion a summary, that only refers to points mentioned in the
essay (i.e. no new material)?
Does the conclusion refer to any unresolved questions and/or questions that
have emerged from the
research?

Appendices

If there are appendices, do they contain only relevant information?

Is there a Table of Contents for the appendices?
Are the appendices clearly labelled?

General Points

Does the essay stay on track, presenting only information that is necessary to
answer the RQ?
Do you regularly go back to your RQ to show that you are staying on track?
Have you shown evidence of evaluative and analytical skills?
Do you show good knowledge and understanding of the material?
Is the essay equal to, or fewer than 4,000 words?

Finally ..... Have you answered your research question?!

..... Are you proud of this piece of work!?

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MY NOTES
This page is for your notes. Remember that you will need to refer back to these
throughout the EE process so make sure they are legible!
Research skills:

Question setting:

General advice:

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