Course description and aims
IB extended essay, a component of the DP core, is a compulsory, externally assessed piece of independent research, presented as a formal piece of academic writing. It is an in-depth study of a focused topic, undertaken either through a subject-focused approach, or an interdisciplinary approach combining two DP subjects.
Students choose from the list of available Diploma Programme subjects for the examination session in question. For those taking the diploma, this is normally one of the student’s six selected subjects, or two in the case of the interdisciplinary pathway. Students can also choose a topic in which they have some background knowledge.
What is the significance of the extended essay?
The extended essay provides:
- practical preparation for undergraduate research
- an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student’s six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.
Through the research process for the extended essay, students develop skills in:
- formulating an appropriate research question
- engaging in a personal exploration of the topic
- communicating ideas
- developing an argument.
Participation in this process develops the capacity to analyse, synthesize and evaluate knowledge.
An extended essay can also be undertaken in world studies, where students carry out an in-depth interdisciplinary study of an issue of contemporary global significance, across two IB diploma disciplines.
EE Overview
How is study of the extended essay structured?
Students are supported throughout the process of researching and writing the extended essay, with advice and guidance from a supervisor who is usually a teacher at the school.
Students are required to have three mandatory reflection sessions with their supervisors. The final session, a concluding interview, is also known as viva voce.
The extended essay and reflection sessions can be a valuable stimulus for discussion in countries where interviews are required prior to acceptance for employment or for a place at university.
Main Objectives:
The extended essay aims are to enable students to:
• experience the excitement of intellectual exploration
• engage in student-led academic research on a topic of personal interest
• develop skills in research, thinking, self-management, and communication
• reflect on the learning experience of producing an extended essay.
Extended essay process
The research process involves the following steps, though the order may unfold differently for different students.
i) Choose a broad topic then refine and focus it.
– Students first need to identify the broad area of inquiry they are interested in. Sources of ideas and inspiration may include:
• work already undertaken as part of the course
• preliminary reading of academic journals and reputable scholarly e-resources, for example conference papers, essays, book chapters or journal articles
• conversations with teachers, fellow students and librarians.
ii) Decide the appropriate pathway: interdisciplinary or subject-focused.
Begin developing a research proposal which might include a Mind Map® of ideas, an annotated article or preliminary bibliography. Additionally, students must already be thinking in terms of the following questions. Is my topic appropriate for the subject I am considering? Why am I interested in this area and why is it important? What possible questions have emerged from my initial reading? Are there any ethical issues that I need to consider? What possible methods or approaches might be used for research in this area and why?
iii) Choose the approved DP subject(s).
Extended essay topics may be chosen from a list of approved DP subjects—normally one of the student’s six chosen subjects for the IB diploma or the world studies option. World studies provide students with the opportunity to carry out an in-depth interdisciplinary study of an issue of contemporary global significance, using two IB disciplines.
To ensure both breadth and depth of knowledge and understanding, students must choose six courses from six distinct groups:
- Studies in language and literature
- Language acquisition
- Individuals and societies
- Sciences
- Mathematics
- The arts
Students may choose to replace the arts course with a second course from one of the other five groups. At least three, and not more than four, subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge, and creativity, activity, service—are compulsory and central to the philosophy of the programme.
iv) Undertake some preparatory reading.
Students should try to read as much as they can of what has already been written about their topic. Time spent on a literature review early on in the research process will guide and improve their work. It will help them to:
- contextualize their research question and subsequent findings
- meet Criterion
Demonstrating knowledge and understanding. While conducting their literature review, students may find it useful to compile an annotated bibliography and to record their responses to what they read in their researcher’s reflection space (RRS) – a kind of process journal. If using the internet, students are encouraged to use specialized academic search engines that will find resources appropriate for citation in the EE.
v) Form a well-focused research question
Five steps to developing a research question
a) Choose a subject and topic that is of interest.
Deciding on a subject and topic that is of interest and in which the student is personally invested is
important if their motivation is to be sustained throughout the process. The student should be able to
identify, in a broad sense, what it is that they are interested in and why.
b) Carry out preliminary reading.
After deciding on a topic of interest students should undertake some general reading around the issue.
Questions they must consider at this stage are:
- What has already been written about this topic?
- Was it easy to find sources of information?
- Is there a range of different sources available?
- Is there a range of views or perspectives on the topic?
- What interesting questions have started to emerge from this reading?
c) Consider the emerging questions.
The student should now begin posing open-ended questions about their general topic. These questions will usually be framed using the terms “how”, “why” or “to what extent”.
d) Evaluate the question.
Once possible research questions have been posed, they should be evaluated. This evaluation should be based on whether the research question is clear, focused, and arguable. Clear: Will the reader understand the nature of my research? Will it direct the research being undertaken? Focused: Will the research question be specific enough to allow for exploration within the scope of the task (that is, the number of words and time available)? Arguable: Does the research question allow for analysis, evaluation and the development of a reasoned argument?
e) Consider research outcomes.
Once a provisional research question has been decided upon students should start thinking about the direction their research might take.
This could be in terms of:
- Suggesting possible outcomes of the research
- Outlining the kind of argument they might make and how the research might support this
- Considering options if the research available is not sufficient to support a sustained argument
vi) Plan the research and writing process.
Topics of discussion that should arise during this session include: a review of the requirements and assessment criteria for the subject a review of ethical and legal implications, if applicable a dialogue about possible approaches and any potential problems that might arise a discussion of strategies for developing the student’s ideas for the essay and expanding the research so that the essay starts to take form probing and challenging questions that will help the student focus their thinking; this should lead to the development of the student’s working research question an outline of the next steps that the student should undertake in order to refine their question; this should take the form of a research and writing timeline.
vii) Plan a structure for the essay. This may change as the research develops.
a completed piece of sustained writing from the student in order to ensure that they understand the academic writing requirements, including referencing formats • whether an appropriate range of sources has been accessed and how the student is critically evaluating the origin of those sources • what the student now has to do in order to produce the full draft of their essay, and ways and means of breaking down the task into manageable steps. Students who find that they need to change direction in their research or adjust the formulation of their research question should demonstrate the thinking that led them to these decisions in their second reflection on the Reflections on planning and progress form. They must not go back and adjust their initial reflections, as the purpose of the form is to demonstrate the evolution of their thinking in the research process.
viii) Carry out the research.
a clear and refined research question, a viable argument on which to base the essay, a sufficient range of appropriate sources and a clear vision for the final steps in the writing process.
ix)Writing and formal presentation
The required elements of the final submission are as follows.
- Title page
- Contents page
- Introduction
- Body of the essay
- Conclusion
- References and bibliography
x)Word Count:
The upper limit of 4,000 words includes the introduction, body, conclusion and any quotations.
xi) Reflection process
iii) Reflection is the process by which students recapture their experience and think about its impact on them as learners. This includes how they envisage applying what they have learned to other circumstances, including future studies, career, or life in general. To assist students with this, there are three mandatory, formal reflection sessions with the supervisor.
The reflection sessions also give students the opportunity to:
- Reflect on their engagement with the research process
- Consider the effectiveness of their choices
- Re-examine their ideas and decide whether changes are needed.
xii)Viva Voce:
The final reflection session is the viva voce, a short interview (10–15 minutes) between the student and the supervisor. The viva voce serves to check academic integrity, reflect on successes and difficulties, and think about what has been learned.
xii) Reflective Statement and RPF form:
Reflective thinking is recorded as a 500-word reflective statement. The student writes the statement at the end of the extended essay process and includes it on the Reflection and progress form (RPF). The form also notes the student’s attendance at each reflection session.
xiv) Assessment model:
The extended essay, whether subject-focused or interdisciplinary, is assessed against common criteria.
In working on the extended essay, students are expected to achieve the following assessment objectives:
The extended essay contributes to the student’s overall score for the diploma through points awarded 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.
The EE comprises two compulsory reflection sessions with the supervisor as well as a concluding interview or viva voce after completion and submission of the written essay. These meetings are the basis for the Reflections on Planning and Progression Form (RPPF), which is the criterion implemented by the IBO that assesses engagement. The Extended Essay, together with TOK, can contribute up to 3 bonus points, and failing the EE (D is the minimum requirement) is a failing condition for the whole IB diploma
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.
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)
Need help choosing the right IB Extended Essay topic or structuring your research?
At Ascend Now, our expert IB mentors guide students through every step of the Extended Essay process — from refining a topic and formulating a research question to organizing content and meeting IB criteria. Whether you’re starting from scratch or fine-tuning your draft, we’re here to ensure your EE stands out. Get the support you need to succeed with Ascend Now.
