Extended Essay Handbook

Oakland High SchoolIB Diploma Class of 2015

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Table of ContentsNature of the Extended Essay……………………………………………………………........3Aims of the Extended Essay………….……………………………….………………...…….3Assessment Objectives………….……………………………………………..………….......3Timeline for 2014 Extended Essay………………………...…………………..……………..4Groups and Subject Options for 2014…………………………………………………….......5Choosing a Topic……………………………………………………………………………..6Your Supervisor………………………………………………………………………………6Generating a Research Question………………………………………………………….......7Responsibilities of the Student………….……………………………………………………7Using the Extended Essay Assessment Criteria………….………………………………......8The Diploma Matrix………………………………………………………………………….8General Assessment Criteria…………………………………………………………………9What is the Viva Voce: Concluding Interview………………………………………………15What is an annotated bibliography?…………………………………………………………16Annotated Bibliography Worksheet…………………………………………………………17EE/Group Subject Form……………………………………………………………..………19Contract……………………………………………………………………………………...20

3The Nature of the Extended Essay (per IBO Extended Essay Guide, 2014)

The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma Program 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 Program 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 Program subjects, published in the Handbook of

procedures for the Diploma Program 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.

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.

AIMS of the Extended Essay (per IBO Extended Essay Guide, 2014)

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.

Assessment Objectives (per IBO Extended Essay Guide, 2014)

In working on the extended essay, students are expected to:

1. plan and pursue a research project with intellectual initiative and insight2. formulate a precise research question3. gather and interpret material from sources appropriate to the research question4. structure a reasoned argument in response to the research question on the basis of the material

gathered5. present their extended essay in a format appropriate to the subject, acknowledging sources in one of

the established academic ways6. use the terminology and language appropriate to the subject with skill and understanding

47. apply analytical and evaluative skills appropriate to the subject, with an understanding of the

implications and the context of their research.

5Timeline – EE 2015

Date Necessary Action What’s next? Validating signature

January 30th Extended Essay Information Session held during PAT. Attendance mandatory for all anticipated candidates.

-Decide on the Group and Subject for your EE.

Not Applicable

February 18th Complete EE Group/Subject form on page 19 (turn handbook into IB Coordinator). Secure your subject specific EE Handbook.

-Begin to research suitable topic areas that interest you.-Read subject specific guide/rubric carefully.

IB Coordinator:

February 27th IB Coordinator will assign your supervisor.

Schedule a meeting with supervisor to discuss possible RQ.

-Decide on at least three possible topics to discuss with your supervisor.

Supervisor:

Time of Meeting:

March 6th Extended Essay Day:Group Sessions on assessment process. Arrange a time to meet with your supervisor, IB Coordinator, and Mrs. Hayes.

-Finalize your research topic and precise research question.

Supervisor:

IB Coordinator:

Librarian:

March 25th Give the IB Coordinator and Supervisor your chosen research question.

-Start researching!- Work closely with your supervisor and librarian to gain appropriate resources.

IB Coordinator:

Supervisor:

March 26th Library work day during PAT -Instruction from librarians-Work on annotated bibliography

Librarian:

March 27th Library work day during TOK -Work on annotated bibliography and outline

Librarian:

April 28th Research completed! Show your supervisor your collected body of research with an annotated bibliography and outline.

-Discuss how to write up your report with your supervisor.-Read the assessment criteria carefully AGAIN!

Supervisor:

May 5th – 9th EXTENDED ESSAY WEEK! This week is dedicated to writing your essay. You will be in the library for all “non-essential” class periods. This will include IB subjects that are not testing this year.

-Write up your report.-Keep the assessment criteria in mind.-Arrange time to meet with your supervisor to discuss rough draft.

Supervisor:

May 15th Hand in hard copy* of rough draft of EE to your supervisor by 3:30pm. *Supervisor may request electronic copy

-Arrange meeting with supervisor before end of school year to discuss draft of whole EE.-Self assess using the criteria.

Supervisor:

Time of meeting:

Summer Break Edit, polish and refine your final version.

-Formalize your final version (cover sheet, student number, word counts, page numbers)

Not Applicable

Abbreviated Day for Students (1st day)

Hand in your final version of your Extended Essay by 3:30pm: electronic copies to your supervisor and IB Coordinator and

-Think about the viva voce. Get “Reflection” sheet completed.-RELAX, you are done!

Supervisor:

IB Coordinator:

6a hard copy to folder in IB Coordinator’s office.

Groups and Subject Options:

GROUP SUBJECTS EXAMPLE RESEARCH QUESTIONS

1: Language and Literature Literature How is the subject of death treated in selected poems by Emily Brontë and Emily Dickinson?

2: Language Acquisition Spanish

French

To what extent does the language used by groups of young students from a secondary school in Buenos Aires reflect racial discrimination?

To what extent has Bill 101 contributed to increasing the prevalence of the French language in Quebec?

3: Individuals and Societies Business Management

History

Psychology

Why has the market capitalization of XYZ Plc increased more than the market capitalization of its competitor ABC Plc?

How and why have explanations of the Cuban missile crisis changed since 1962?

To what extent does immediate feedback, employing digitized moving images of the self, help in the learning process in developing a physical skill?

4: Experimental Sciences Biology

Chemistry

Are commercially available antibacterial cleaning agents effective at controlling the growth of E. coli on nutrient agar under laboratory conditions?

Does the time it takes to brew a cup of tea using a specific commercial brand of tea leaves significantly alter the amount of caffeine that is dissolved in the drink?

5: Mathematics Mathematics What was the role of mathematics, and geometry in particular, in navigation when we relied on the stars? Does it still play a part now we have man-made satellites?

6: The Arts Music

Theater

Visual Arts

Is Jesus Christ Superstar a modern classical opera?

What female stereotypes did Brecht employ in his plays, and how can these be compared and contrasted in performance, based on an analysis of a selection of Brecht's plays?

Picasso: individual genius or cultural

7thief?

8Choosing a Topic:

It is imperative that your essay does not overlap with any portion of your IB curriculum (i.e. it may not be on the same topic as one of your Internal Assessments). It is highly recommended, however, that you choose a topic closely nested within one of your Higher Level (HL) subjects. This does not mean that you are unable to complete an EE in a topic outside of the boundaries of your courses or even the school’s offerings, but it would necessitate a special circumstance and special permission. Please remember that it is our goal to facilitate a smooth process that results in a satisfactory score and it is for this reason that we do impart some limitations on topics and subject content. If you feel that you have special knowledge on a particular subject and feel passionate about such a topic, please see Ms. Chastain to discuss the possibilities of you completing an EE in a special category. Again, we wish for each of you to have a meaningful experience as you complete this portion of the IB Diploma.

Please feel free to discuss topics of interest with any of your teachers, Ms. Chastain, or Mrs. Hayes in either a formal or informal capacity; everyone is here to assist in this process. You should also address any potential pitfalls with your supervisor as may be outlined by the subject reports that each supervisor has been given.

Some general points to consider are as follows:- Pick something that you are generally interests you as you will be spending a great deal of time in

“its” presence!- Make sure that it can be phrased as an appropriate research question. Stay away from descriptive

topics.- Pick something that will involve RESEARCH, INQUIRY, and DISCUSSION! This should not be a

simple literature review or simple narrative. You are supposed to be arguing a point and using evidence to support that argument. Certain research questions make this process much easier because they are focused and detailed in nature.

- Be somewhat original. Nobody is expecting you to stumble upon a Nobel Prize worthy discovery while completing your EE, but you should not choose something that has likely been overdone. Do you really want to be compared with 100+ essays that all cover the same topic?

- Don’t be afraid of a little genuine research! This will perhaps be one of the most valuable experiences of your high school career. You will leave with not only a completed Extended Essay, but also tremendous experience in regards to genuine research. Mrs. Hayes will guide you through the resources that are available at Oakland High School (campus and network) as well as those available at neighboring Middle Tennessee State University.

Your Supervisor:

A supervisor will be assigned to each student following the receipt of the EE/Group Subject Form. Students are encouraged to turn these forms in as early as possible to secure placements with desired supervisors in high demand subjects, such as Psychology and History. Due to the fact that your supervisors have many other responsibilities and that you will desire individualized attention, supervisors will not be asked nor encouraged to accept more than 3 students per cohort. Supervisors will be assigned based on expertise and any individual preference on the part of the student and/or teacher will be considered.

Out of respect for the process and your supervisor, do NOT come unprepared to meetings. If you do come unprepared for a scheduled meeting, your supervisor will make not of the circumstances and ask for you to schedule another meeting. They will NOT do your research for you or be present for each, isolated step of this process. They ARE there to help and guide you along the way.

9GENERATING A RESEARCH QUESTION: Questions and Tips to Consider

1. Choose a Group (1-6) based on interest. What do you like to study? [DUE FEB. 3RD]2. Read the assessment criteria and relevant subject guidance for your chosen group. [This information

will be given to you when you turn in your EE Group/Subject Form.]3. Brainstorm 3-5 topics of interest that you would like to investigate.4. Set up a SCHEDULED meeting with your supervisor to discuss your possible topics. [DUE FEB.

27TH]5. Consider these questions/tips as you decide upon and write your research question:

a. Is your topic manageable within the 4,000 word limit? Tip: Although it seems like a LOT of words right now, 4,000 words is not long enough to thoroughly analyze and discuss broad topics. Stay focused!

b. Is the topic “over-done?” Tip: The RQ should allow for some personal judgments in most cases, so stay away from common or over-discussed topics.

c. Is it in the form of a question? Tip: A question allows you to stay more focused on the eventual conclusion. Remember that your entire paper should be coherent, supportive and laser-focused on the conclusion.

d. Does it allow for a reasoned argument as opposed to a narrative?e. Have you and your supervisor discussed subject-specific advice and potential roadblocks?

RESPONSIBILITIES OF THE STUDENT (per IBO):

It is required that students:

choose a topic that fits into one of the subjects on the approved extended essay list (in the Handbook of procedures for the Diploma Programme)

observe the regulations relating to the extended essay meet deadlines acknowledge all sources of information and ideas in an approved academic manner.

It is strongly recommended that students:

start work early think very carefully about the research question for their essay plan how, when and where they will find material for their essay plan a schedule for both researching and writing the essay, including extra time for delays and

unforeseen problems record sources as their research progresses (rather than trying to reconstruct a list at the end) have a clear structure for the essay itself before beginning to write check and proofread the final version carefully make sure that all basic requirements are met (for example, all students should get full marks for the

abstract).

10 THE RESEARCH PROCESS

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USING EXTENDED ESSAY ASSESSMENT CRITERIA (per IBO)

Choose a group (1-6)

Choose a topic.

Draft your RQ.

APA or MLA?

Gather materials/sources.

Plan your structure (outline)

READ, READ, RESEARCH

Carry out the investigation.

13All extended essays are externally assessed by examiners appointed by the IB, and are marked on a scale from 0 to 36. This maximum score is made up of the total criterion levels available for each essay. The total score obtained on the scale 0 to 36 is used to determine in which of the following bands the extended essay is placed. This band, in conjunction with the band for theory of knowledge, determines the number of diploma points awarded for these two requirements. See the following “Award of diploma points” section for further details.

The band descriptors are:

A Work of an excellent standard

B Work of a good standard

C Work of a satisfactory standard

D Work of a mediocre standard

E Work of an elementary standard.

Award of diploma points

The extended essay contributes to the overall diploma score through the award of points in conjunction with theory of knowledge. A maximum of three points are awarded according to a student’s combined performance in both the extended essay and theory of knowledge.

Both the extended essay and theory of knowledge are measured against published assessment criteria. According to the quality of the work, and based on the application of these assessment criteria, a student’s performance in each of the extended essay and theory of knowledge will fall into one of the five bands described previously.

The total number of points awarded is determined by the combination of the performance levels achieved by the student in both the extended essay and theory of knowledge according to the following matrix:

14GENERAL ASSESSMENT CRITERIA

This section provides an overview of what each criterion assesses in the extended essay. Further advice on interpreting the assessment criteria is provided within the guidelines for each subject in the “Details—subject specific” section. The extended essay is assessed against common assessment criteria for all extended essays. Candidates must understand that the work submitted for assessment must address these criteria effectively. Supervisors of extended essays should ensure that the assessment criteria are made available to candidates and that the candidates understand these criteria.

A: research question

(Objectives 1 and 2)

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

0The research question is not stated in either the introduction or on the title page or does not lend itself to a systematic investigation in an extended essay in the subject in which it is registered.

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

2 The research question is clearly stated in either the introduction or on the title page and is sharply focused, making effective treatment possible within the word limit.

B: introduction

(Objectives 1 and 5)

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.

1 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.

2 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.

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C: investigation

(Objectives 1 and 3)

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

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

1 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.

2A 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.

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

(Objectives 3 and 7)

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

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

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

2 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.

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

4The 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.

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E: reasoned argument

(Objectives 1 and 4)

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.

1 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.

2 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.

3 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.

4 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.

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

(Objective 7)

Achievement level Descriptor

0 The essay shows no application of appropriate analytical and evaluative skills.1 The essay shows little application of appropriate analytical and evaluative skills.

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

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

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

G: use of language appropriate to the subject

(Objective 6)

Achievement level Descriptor

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

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

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

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

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

H: conclusion

(Objectives 1, 4 and 5)

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.

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

2An 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.

I: formal presentation

(Objective 5)

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 Descriptor0 The formal presentation is unacceptable, or the essay exceeds 4,000 words.1 The formal presentation is poor.2 The formal presentation is satisfactory.3 The formal presentation is good.4 The formal presentation is excellent.

J: abstract

(Objective 5)

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.

1 The abstract contains the elements listed above but they are not all clearly stated.2 The abstract clearly states all the elements listed above.

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K: holistic judgment

(Objective 1)

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 Descriptor0 The essay shows no evidence of such qualities.1 The essay shows little evidence of such qualities.2 The essay shows some evidence of such qualities.3 The essay shows clear evidence of such qualities.4 The essay shows considerable evidence of such qualities.

19WHAT IS THE VIVA VOCE? The Concluding Interview

The viva voce is a short interview between the student and the supervisor, and is a recommended conclusion to the extended essay process. Students who do not attend the viva voce may be disadvantaged.

The viva voce serves the following purposes.

A check on plagiarism and malpractice in general An opportunity to reflect on successes and difficulties in the research process An opportunity to reflect on what has been learned An aid to the supervisor’s report

The viva voce should last between 10 and 15 minutes. This is included in the recommended amount of time the supervisor should spend with the student. The following are examples of questions that can be asked, which should be adapted to the particular essay and student.

“I am not clear what you mean on page XXX. You quote Y: could you explain a little more about what this tells us?”

“On page *** you cite Z. I couldn’t find this reference (for example, website). Could you tell me more about it?”

“What have been the high and low points of the research and writing processes?” “What were the most interesting aspects of the process? Did you discover anything that surprised

you?” “What have you learned through writing this essay? Is there any advice you would want to pass on to

someone just starting out on an extended essay?” “Is there anything else that you would particularly like me to mention in my report?”

In conducting the viva voce and writing the report, supervisors should bear in mind the following.

Examiners want to know that students understand any material (which must be properly referenced) that they have included in their essays. This is particularly important in subjects like mathematics. If the way the material is used in context in the essay does not clearly establish this, the supervisor can check the student’s understanding in the viva voce and report on it.

Minor slips in citation and referencing may lose the odd mark. If there appear to be major shortcomings, the supervisor should investigate thoroughly. No essay should be authenticated if the supervisor believes it contains plagiarism.

In assessing criterion K (holistic judgment), examiners will take into account any information given in the report about unusual intellectual inventiveness or persistence in the face of unexpected difficulties.

The report should not attempt to do the examiner’s job. It should refer to things, largely process-related, that may not be obvious in the essay itself.

Unless there are particular problems, the viva voce should end positively. Completion of a major piece of work such as the extended essay is something for students to feel good about.

20What is an annotated bibliography?An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief descriptive and evaluative paragraph, the annotation. Annotations are written in paragraph form, usually 3-7 sentences (or 80-200 words). Depending on your assignment your annotations will generally include the following:

1. Summary: Summarize the information given in the source. Note the intended audience. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say?

2. Evaluate/Assess: Is this source credible? Who wrote it? What are their credentials? Who is the publisher? Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source?

3. Reflect/React: Once you've summarized and assessed a source, you need to ask how it fits into your research. State your reaction and any additional questions you have about the information in your source.  Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic. Compare each source to other sources in your AB in terms of its usefulness and thoroughness in helping answer your research question.

What is the purpose(s) of the annotated bibliography? demonstrate the quality of your own research (to help you understand what you’ve researched); explore the topic for further reading or preparation for research (can help you organize the main

points of the research and pinpoint what you want to say); give your research historical perspective or relevance (this issue has been viewed a number of

different ways over the years).

SAMPLE OF WELL-WRITTEN ANNOTATION: (APA format)

Ehrenreich, B. (2001). Calcutta: pollution and health. (2009) [Television broadcast]. CBS. Retrieved from www.cbsnews.com.

Ehrinreich is the author of a CBS News story about the devastating pollution in Calcutta, India. The story was developed from research carried out by a team of qualified academics from the School of Environmental Studies at the Jadavpur University in India. Ehrinreich’s research team conducted its studies between 2003 and 2005. The content covers air pollution, specifically the content of heavy metals in the air, and sound pollution. The information is supported with numerous graphs. Ehrinreich holds a PhD in Environmental science and Biology, as well as a master’s degree in Microbiology.

Sample of a poorly written annotation:

Ehrenreich, B. (2001). Calcutta: pollution and health. (2009) [Television broadcast]. CBS. Retrieved from www.cbsnews.com

This was a good site about air pollution in Calcutta, because it had a lot of good information for my topic. I liked this site. It has more specific information than books and is not too much to read. It is authoritative because it is up to date and all rights are reserved.

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Annotated Bibliography WorksheetMr. Coleman rev.02/07/11

WHAT IS AN ANNOTATED BIBLIOGRAPHY?

A bibliography is an individual entry indicating the source of information used in a paper, article, or report. A collection of these bibliographies is sometimes referred to as a References or Works Cited page. Indeed, it is an organized list of sources (e.g., books, journal/magazine articles, Web sites, etc.) consulted in the research process. Each source (or bibliography) is represented by a citation that includes the author (if given), title, and specific publication details of that particular source.

An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150-200 words) descriptive and evaluative paragraph, the annotation.

PURPOSE OF AN ANNOTATED BIBLIOGRAPHY

The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited. Also, depending on the assignment, the annotated bibliography may serve a number of purposes, including but not limited to:

1. a review of the literature on a particular subject2. an illustration of the quality of research that you have done3. a way to provide examples of the types of sources available on a particular subject/topic 4. a description of other items on a topic that may be of interest to the reader5. a way to explore the subject for further research

ANNOTATIONS VS. ABSTRACTS

Abstracts are purely descriptive summaries often found at the beginning of scholarly journal articles or in periodical indexes. Annotations are descriptive and critical; they expose the author's point of view, clarity, and appropriateness of expression, and authority.

THE PROCESS

As a part of the research process, all students must collect, read, and summarize information from a variety of sources. Additionally, students must demonstrate proper documentation of the source(s) they choose to include in their research.

The art of appropriately summarizing and providing explanatory or critical notes or comments for a text (annotation) and accurately documenting information about the source of that information (citation) is an essential skill all students must possess.

Creating your annotated bibliography calls for the use of a variety of intellectual skills: concise writing, succinct analysis, and informed library research.

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Annotated Bibliography WorksheetMr. Coleman rev.02/07/11

Please complete the following steps:

1. First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic.

2. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic. Is there anything in this article, book, etc. you can use for your research?

3. Read through the entire piece. For this exercise, highlight, underline, bracket, etc., any important information to summarize the article as well as any information you find useful to your topic of research.

4. Write down questions about the identified subject matter. Increasing the degree of depth to your questions will help in the validation process of any given article you may be evaluating.

5. Identify the major concepts and ideas found in the article.

6. Cite the book, article, or document using the appropriate MLA style.

7. Summarize, clarify, and elaborate on the information collected. Write down the main points and any information you identify as supportive of these points. Also, include a quote, paraphrase, or example from the article and use appropriate parenthetical citation within your summary. Remember, this is a SUMMARY... It is not necessary to re-write the entire article. Choose the important information to include in your annotation.

8. Annotations may consist of all or part of the following items:

Summary

• describe the content (focus) of the item Critique

• evaluate the authority or background of the author of the piece

• discuss any limitations that the item may have, e.g. grade level, timeliness etc.

• evaluate the methods (research) used in the item

• evaluate the reliability of the item

Usefulness

• describe the usefulness of the item

• describe what audience the item is intended for

• discuss any conclusions the author(s) may have made

23• evaluate how this work contributes to your research topic

• describe your reaction to the item

EE/GROUP SUBJECT FORM

This form is to be completed by February 3 rd . A second choice is not necessary if you choose a topic in one of the following subjects:

Mathematics

Visual Arts

Theater

Business Management

List your IB Courses:

Higher Level (HL) Standard Level (SL)1. 1.2. 2.3. 3.

Preferred Subject(s) for Extended Essay:

FIRST CHOICE:

Subject: ________________________________________

Preferred Supervisor: ____________________________

Topic/Focus of Research: ____________________________________________________________

__________________________________________________________________________________

HAVE YOU ALREADY DISCUSSED THIS WITH YOUR PREFERRED SUPERVISOR? Yes or No

SECOND CHOICE:

Subject: _______________________________________

Preferred Supervisor: ___________________________

24Topic/Focus of Research: _____________________________________________________________

___________________________________________________________________________________

CONTRACT

Student:

I understand that I have the right to:

have clear guidelines about the formal presentation of the EE and marking criteria. receive guidance and support during the research process from my supervisor. receive subject specific advice from my supervisor. receive comments on my draft essay (but I also understand that my supervisor is NOT allowed to

correct or edit my work).

I understand that it is my responsibility to:

make and keep appointments with my supervisor. attend briefing sessions arranged by the EE Coordinator or IB Coordinator. meet all deadlines. work steadily throughout the period. consult my supervisor or EE Coordinator as soon as I realize that I have a problem. check all grammar, punctuation, and spelling (do NOT rely on spell check). spend about 40 hours in total on this work.

Signed: ____________________________________________

Parent/Guardian:

I understand that:

the student is expected to spend about 40 hours on this work. the student is expected to meet all deadlines. the student will need to consult academic works and may need to go to libraries or conduct field work

during their own time.

Signed: __________________________________________

Supervisor:

I agree to supervise this student and:

be accessible for consultation. be well versed in subject specific criteria and exemplar materials. give honest and open feedback throughout the process. communicate progress, or lack thereof, to Mrs. Hayes and Ms. Chastain.

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