role of extended essay coordinator

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Extended Essay Support Site

Ee coordinator.

Have you recently been appointed the EE Coordinator? Congratulations! Have you been the EE Coordinator for while now and always wondered what your job entails? Although every authorised IBDP school needs an EE Coordinator, the responsibilities often fall on the shoulders of the DP Coordinator. There are advantages of separating the duties and roles, as the responsibilities are different. Below is both an organisational chart and a mind map to help you understand the roles, responsibilities and recommendations for EE Coordinators. 

Example EE Coordinator job description

Make and monitor a calendar of deadlines which considers 3 RPPF sessions and subject differences. 

Oversee an allocation of supervisors to students that is both fair and effective.

Ensure that supervisors are familiar with EE requirements through training and sharing of documents.

Ensure that you are also familiar with the EE processes and requirements by collaborating with other EE Coordinators, attending workshops on the EE and reading the IBDP EE guide carefully.

Liaise with librarians and supervisor to ensure that candidates have access to valuable sources, appropriate methods and accurate information.

Conduct standardisation meetings with supervisors to discuss several sample scripts, understand the criteria and try to reach consensus on a few Predicted Grades.

Oversee the timely submission of essays and RPPFs to the DP Coordinator and the IB

Celebrate EE achievements by organising an EE fair, presentation , showcase or event

Many EE Coordinators use ManageBac to monitor student progress and the submissions of essays and RPPFs. EE Coordinators should check in with supervisors briefly and frequently throughout the EE process.

The Roaming Scientist

• Mar 21, 2023

Roles in the IBDP Extended Essay: Where does everyone fit in?

As you may know from my earlier posts, this year I have taken on the role of Extended Essay (EE) Coordinator at my school. While I have had quite a few years of experience teaching the IB Diploma Biology course and had acted as supervisor for quite a few Biology, World Studies & ESS Extended Essays over the years I have learned so much about the entire process over the last 8 months in my role as EE Coordinator. In supporting both students and supervisors, as well as seeing a bit of the inside perspective regarding the EE Upload to IBIS my knowledge of the EE and the various requirements has grown exponentially. The goal of this blog post is to share some of those learnings with you all so that you don't have to do as much reading of the EE Guide as I did.

Role of the Student

The most important role in the list is that of the student, the EE is an independent, critical thinking essay and students should be doing the work themselves. They will certainly need support and guidance from a variety of adults around campus, but the work needs to be the students work. While your school may set specific internal deadlines for your students it is up to them to set any other deadlines for themselves and meet these goals.

Key tasks for students in the EE process:

Choosing a subject & topic of personal interest

Developing a focused research question with support from their supervisor

Making the most of their supervisor's time

Regularly reflecting in their RRS (Researcher's Reflection Space)

Meeting all school deadlines for outlines, drafts etc.

Maintaining a careful list of references, ideally in an annotated bibliography

Writing the EE!

Role of the Supervisor

The second most important role in the EE process is that of the supervisor, this adult must be a staff member at your school who ideally has expertise in the subject area which their assigned student(s) has chosen to write the EE. For example, as an experienced IBDP Biology & Environmental Science teacher I tend to work with students on Biology EEs, ESS EEs and World Studies EEs where either environmental science or biology is a component of the research question. The supervisor is not meant to be the students' babysitter or editor, but as their guide and sounding board through the EE process. I recently learned that EE supervisors are only allowed to read over the EE once before submitting it and that they should spend only 3 - 5 hours with their students over the entire process. This is much less support than I had previously though. In my role as EE coordinator at my current school I developed this EE Feedback form for supervisors to use to give feedback throughout the process by just skimming the essay draft. Feel free to use it with your students, I find that it helps to.keep expectations in check and is more efficient for everyone.

Key tasks for supervisors in the EE process:

Guiding students as they plan, research and write their EE

Help your student(s) arrive at a fully focused research question, but DO NOT write it for them!

Conducting three reflections with their students, including the Viva Voce at the end of the EE process using the Researcher's Reflection Space (RRS)

Reading one complete draft of the EE and giving the student commentary feedback (no edits)

Using Subject-Specific guidance and their subject knowledge to help ensure the student is gathering appropriate evidence and making solid arguments

Make sure you are available for meetings with students throughout the process, you should spend from 3 - 5 hours with each student

Should any students require substantial support supervisors should report them to the DP or EE Coordinator

Role of the External Mentor

Sometimes student may want to work with an external mentor, this is someone who does not work at the school, but could provide guidance to students in their research process. The IBO clearly states that external mentors cannot write or edit the students work and they must enter into a written contract with the school so that the parameters of the role are clearly defined. Sometimes an external mentor can be helpful for accessing data collection tools, such as in a lab or with documents for a local case study for business or economics.

Role of the Librarian

The librarian is an important resources in the Extended Essay process and I am very fortunate to work with a librarian who is a very active member of the IB Diploma team, she is in fact our CAS coordinator! The most important aspect of the EE which the librarian can help with is of course research, both in accessing books, databases and journals as well as in helping students learn how to identify reliable sources and how to cite them correctly. A lot of this learning is ideally done before students enter the IB Diploma in the MYP program or in earlier grades, but some support for current students will most likely be necessary. Our school librarian joins me in one of the EE sessions for students to discuss the research process and to remind students how to access the various resources available at our school. Librarians can act as an EE supervisor if they feel that they have sufficient knowledge in the students' chosen subject area to do the job well.

Key tasks for librarians in the EE process:

Support students in accessing and evaluating resources such as books, databases and research papers

Providing consistent information about an appropriate referencing style (we use MLA at my school)

Librarians can provide lessons &/or workshops on literacy skills, research skills, citation skills and even on using word processing software; however, they cannot conduct research for students or correct their bibliographies or citations for them

Role of the DP/EE Coordinator

The Diploma Program Coordinator or Extended Essay coordinator (my role) is one of support and management for students, supervisors and other individuals who are part of the EE process. In some schools the role of EE Coordinator is part of the DP Coordinator's role, while in some schools it is a separate role. For example, at my school the DP Coordinator is also the Assistant Principal, so she cannot also take on the task of EE Coordinator, so I got took on that role. The coordinator should provide resources such as subject reports, exemplars and checklists for students, many of the resources I have made in my role can now be found in my TPT shop so others can use them as well. The Coordinator will also determine and manage internal EE deadlines set by your school, I highly recommend chunking this task for students to help break down the 4000 word task into more manageable chunks spread over several months. You can see how I break down the task over the course of the first three semesters of the Diploma in the checkpoint document below.

I hope that his post was helpful for you. If you would like I have made infographics about each of these roles which I use for an EE bulletin board, post on the EE class page and include in emails to supervisors, students &/or parents. You can find the bundle of all 6 roles here in my TPT shop . I am always working on new ways to improve the EE experience for my students and their supervisors and these ideas often lead to resources which I make for my school & sell on TPT, so check it out if you are looking for tools and scaffolds.

Thanks for reading teachers, travelers and curious souls of all kinds!

• IBDP Extended Essay

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Supervisors

"What is my role?"

As an EE Supervisor, you have an important role to play in the success of your student(s). The document on the left is an extract from the official IB Extended Essay Guide (updated in 2022) slightly modified to reflect the reality of the Extended Essay supervision at St.Mary's.

Communication between the EE Coordinator and the Supervisors

ManageBac is the platform that students use to post their work, add resources and keep their reflections. This is the place where the Extended Essay is formally completed.

As an Extended Essay supervisor, you have access to ManageBac to check your student(s)' work and progress.

Google Classroom

This is the place where most of the communication is shared between the EE coordinator, the students and the supervisors in full transparency.

Student work will be posted on Google Classroom as well as on turnitin.com (not accessible to supervisors)

Email remains the most common mean of communication among the supervisors.

As a supervisor, you are expected to read all emails sent regarding the Extended Essay as they usually inform you of an upcoming step or prompt you to take action.

How do I know if the student is on the right track?

First, your personal academic experience as a University student should help: you have completed papers during your time in University and this experience should be enough to let you appreciate the quality of your student(s)' work.

Secondly, the subject specific guidance pages in the Extended Essay Guide are also here to help you understand what the IB expects from a student's extended essay in the subject you are supervising: a biology extended essay does not imply the same requirements than a history extended essay, for example. These pages are here to indicate both to the student and the supervisor what must be avoided and what should be encouraged in the research and writing process.

How often should I meet with my student(s)?

You will meet at least three times over the process. These meetings are mandatory and students must write a reflection after each of these three meetings. These reflections are included in the assessment process and contribute to determine the grade for criterion E (engagement).

Apart from these three mandatory meetings, you are allowed to meet with your student(s) for a total amount of time that must not exceed 5 hours (including the three mandatory meetings). This limit is strict and if a student were to spend more time with their supervisor, the IB may not let the school submit their work (meaning that the student would be failing to obtain the IB Diploma).

How often you and your student(s) are going to meet will depend greatly on your student(s)' engagement with the research, on the subject you are supervising and on the complexity of the topic that your student(s) is dealing with.

My student(s) is not communicating with me. What should I do?

It is a good idea to send them an email to ask simply how they are doing so far with the EE. If you do not hear from your student(s) after that, you should let me know and I will be jumping in to figure out what the problem is. Remember that the EE Coordinator is here to support both the students AND the supervisors.

I know nothing about the topic my student(s) has chosen. What can I do?

The choice of topic should is the student's responsibility. Ours, as supervisors, is to provide guidance on the viability of the topic: deontologically, we should help the student figure out a topic that we know they can address as High School students in a 4,000 word long paper.

What should I write in my "supervisor comments"?

It is probably important to start first with what you should not write in this section: you should not write anything that aims at convincing the examiner that the student's work deserves this or that grade . This is their job. Our job is to help them ensure that the evaluation is taking into account not only the final product but the whole student's learning experience too.

In this perspective, the supervisor's comments should focus on all the process-related aspects that are not visible in the student's essay: how difficult it may have been for the student to determine a viable topic and a research question; what kind of difficulties the student went through in the research process; but also more importantly how the student found the resources to overcomes these difficulties and make this learning experience fruitful.

Is there a word limit to the supervisor comments?

There isn't and the place allocated physically on the EE Reflection, Planning and Progress Form (EE-RPPF) is quite large. But it does not mean that the supervisor should write extensively: the quality of the comments are far more important than the quantity. The rule thumb is to ask ourselves, as supervisors, this question: is this information useful for the examiner to understand what happened in the backstage of the Extended Essay process?

Depending on the subject that you are supervising student work for, these comments can be substantially longer: EEs in Sciences require lab time and processes that deserve further comments from the supervisor. Such processes do not usually take place in social studies EEs such as History or Economics and thus the comments may be much more synthetic in that regards.

Plan the extended essay journey at your school with this handbook for coordinators

Select the curriculum relevant for you:

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Extended Essay: Picking your EE Supervisor

• General Info
• EE Timeline
• Picking a Subject Area
• Picking a Topic
• Picking your EE Supervisor
• EE Reflections
• Research Proposal
• Annotated Bibliography
• EE Presentation
• First Complete Draft
• Second Complete Draft
• Final Draft
• What is the EE?

Picking Your EE Supervisor

Directions to Student:

1.       Brainstorm possible supervisors for your Extended Essay.

2.       Approach ONE teacher to supervise your Extended Essay. This teacher should have general knowledge in the subject area of your paper, but he/she need not be an IB teacher. You must choose a Central faculty member. If that teacher is unwilling, ask another.

3.       Explain the duties of an EE supervisor, and obtain the signature of your supervisor on this form. THIS FORM IS DUE ON MONDAY, FEBRUARY 26 by 4:00 PM.

4.       Schedule a formal meeting with your supervisor to discuss your research. Your first reflection is due Sunday, March 25, 2017, by 11:55 p.m.

Supervisor Needs to Know...

Thank you for considering supervising an Extended Essay! The Extended Essay is a required 4,000-word essay and independent research project for all IB diploma candidates that spans both the junior and the senior year of high school. While the EE is intended to allow students to complete an original academic paper independently, faculty supervisors help to guide and encourage students through the process. They also read the final product to predict a grade on this IB assessment.

Please read the following duties of an EE supervisor and ask any questions of the student OR Beth Eilers, EE Coordinator, before signing the EE Supervisor Agreement Form.

Roles and Duties, 2017-2018 School Year:

•         Meet with student to provide general guidance on the student’s topic and help the student hone his or her research question.

•         Attend a supervisor training session at Central on Wednesday, March 7, from 3:15 to 5:15 (or make other arrangements with Beth Eilers).

•         Meet formally with student between March 8 and 23 to discuss the student’s progress.

•         Continue to check in occasionally to monitor the student’s progress in researching, outlining, and drafting the paper.

•         Attend an Extended Essay Writer’s Workshop for approximately 2 hours at UNO on the afternoon of May 29 . Meet formally with the student to discuss planning and preparation for the summer and complete a brief, written plan.

•         DO NOT comment on any complete draft of the EE until it is finished (September 2018). You may, however, comment on parts of the essay at any time.

•         The student is responsible for approaching you with questions and concerns, so you should   not need to initiate any meetings. However, please be available to the student when you are approached.

Roles and Duties, 2018 -2019 School Year:

·         Read and comment on ONE complete draft of the EE. (Drafts are due on September 4, 2018 ). Soon after, meet for a check-in session to provide feedback on the student’s first complete draft.

·         Attend a pinning ceremony celebrating the student’s accomplishments on November 8, 2018 .

·         Meet formally for a final time (viva voce) when final essay has been turned in. Submit final essay, comments and predicted grade to IB in February 2019 .

Extended Essay Quick Links

• Extended Essay Guide ONLINE
• Extended Essay Guide -- PDF Full version
• Extended Essay Orientation Slideshow
• CHS Extended Essay Research Guide

Supervisor Documents

• EE Supervisor Agreement Form
• ~[123]~: Mar 7, 2018 11:09 AM
• ~[124]~: https://libguides.ops.org/central/EE

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Sat / act prep online guides and tips, the complete ib extended essay guide: examples, topics, and ideas.

International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

• A title page
• Contents page
• Introduction
• Body of the essay
• References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

• Group 1: Studies in Language and Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

• A check on plagiarism and malpractice
• Your reflection on your project's successes and difficulties
• Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!  

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

• Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
• Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
• English: An Exploration of Jane Austen's Use of the Outdoors in Emma
• Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
• Math: Alhazen's Billiard Problem
• Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

• January/February of Junior Year: Come up with your final research topic (or at least your top three options).
• February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
• April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
• Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
• August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
• September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
• November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

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)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.

Here is the breakdown of EE scores (from the May 2021 bulletin):

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say 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 .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

• Business Management 1
• Chemistry 1
• Chemistry 2
• Chemistry 3
• Chemistry 4
• Chemistry 5
• Chemistry 6
• Chemistry 7
• Computer Science 1
• Economics 1
• Design Technology 1
• Design Technology 2
• Environmental Systems and Societies 1
• Geography 1
• Geography 2
• Geography 3
• Geography 4
• Geography 5
• Geography 6
• Literature and Performance 1
• Mathematics 1
• Mathematics 2
• Mathematics 3
• Mathematics 4
• Mathematics 5
• Philosophy 1
• Philosophy 2
• Philosophy 3
• Philosophy 4
• Philosophy 5
• Psychology 1
• Psychology 2
• Psychology 3
• Psychology 4
• Psychology 5
• Social and Cultural Anthropology 1
• Social and Cultural Anthropology 2
• Social and Cultural Anthropology 3
• Sports, Exercise and Health Science 1
• Sports, Exercise and Health Science 2
• Visual Arts 1
• Visual Arts 2
• Visual Arts 3
• Visual Arts 4
• Visual Arts 5
• World Religion 1
• World Religion 2
• World Religion 3

What's Next?

Trying to figure out what extracurriculars you should do? Learn more about participating in the Science Olympiad , starting a club , doing volunteer work , and joining Student Government .

Studying for the SAT? Check out our expert study guide to the SAT . Taking the SAT in a month or so? Learn how to cram effectively for this important test .

Not sure where you want to go to college? Read our guide to finding your target school . Also, determine your target SAT score or target ACT score .

As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography.

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Who's who?

On this page....

You will find information about all key people involved in the EE, their roles, and expectations.

Much more information can be found in section three of the O fficial IB EE Guide  

Key EE people

the supervisee

the supervisor

team leaders

the EE coordinator

the librarians

the IB coordinator

The Supervisee (the student)

All the following text is taken directly from the IB EE Guide

Choose a subject from the available extended essay list. See Diploma Programme coordinator or extended essay coordinator for details. 

Ensure that the starting point for your essay is a subject that is available, or in the case of the world studies extended essay, an issue of global, contemporary significance within one of the six world studies themes. 

Observe the regulations with regard to the extended essay, including the IB’s  ethical guidelines. 

Read and understand the subject-specific requirements for the subject in which you intend to complete your extended essay, including the interpretation of the assessment criteria. 

Meet all internal deadlines set by your school in relation to the extended essay. 

Understand concepts related to academic honesty, including plagiarism and collusion, for example, and ensure that you have acknowledged all sources of information and ideas in a consistent manner. This also includes understanding the implications of the General regulations: Diploma Programme should there be a breach of these. 

Attend three mandatory reflection sessions with your supervisor, the last of which is the viva voce . 

Record your reflections on the Reflections on planning and progress form for submission as part of the assessment of criterion E (engagement). 

Students are recommended to:  

develop a Researcher’s reflection space as a planning tool 

use the Researcher’s reflection space to prepare for reflection sessions 

share excerpts from the Researcher’s reflection space with the supervisor during the reflection sessions 

choose a subject, followed by a topic, and then think carefully about the research question for their essay 

plan how, when and where they will find material and sources for their essay before deciding on the final topic and research question 

plan a schedule for both the researching and writing of their extended essay, including extra time for delays and unforeseen problems 

record sources as their research progresses using their Researcher’s reflection space rather than trying to reconstruct a list at the end 

make the most of their supervision and reflection sessions by arriving prepared to discuss their work 

have a clear structure for the essay before beginning to write 

check and proofread the final version of their extended essay 

make sure that the version they submit for assessment is the final version with all sources correctly and consistently referenced 

ensure that all requirements are met. 

The Supervisor

All the following text is taken directly from the IB EE Guide.

Supervisors are required to:

undertake three mandatory reflection sessions with each student they are supervising 

sign and date each reflection summarized on the Reflections on planning and progress form and provide comments at the end of the process. If the form and essay are submitted via the eCoursework system, then it is deemed signed and authenticated. A blank or unsubmitted RPPF will score a 0 for criterion E. 

provide students with advice and guidance in the skills of undertaking research 

encourage and support students throughout the research and writing of the extended essay 

discuss the choice of topic with each student and, in particular, help to formulate a well-focused 

research question which is suitable to the subject of registration and 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 

is familiar with the regulations governing the extended essay and the assessment criteria, and gives copies of these to students monitor the progress of the extended essay to offer guidance and to ensure that the essay is the student’s own work (this may include presenting a section of the essay for supervisor comment)

read and comment on one draft only of the extended essay (but do not edit the draft); this should take place after the interim reflection session, but before the final reflection session, the viva voce 

ensure that the final version of the essay is handed in before the final reflection session ( viva voce ) takes place, and that no changes are made to it subsequently

read the final version and, in conjunction with the viva voce , confirm its authenticity. 

The EE Coordinator

At ISB this is Mrs McCosh

Ensure that extended essays conform to the regulations outlined in the Handbook of procedures for the Diploma Programme. 

Ensure that students select the subject for their extended essays from the list of available subjects for the May or November session in question (in the Handbook of procedures for the Diploma Programme ) before choosing a topic. Ensure that each student has an appropriately qualified supervisor, who is a teacher within the school.

Introduce, explain and support the reflection process.

Provide supervisors and students with the general and subject-specific information and guidelines for the extended essay contained in this guide and the accompanying teacher support material.

Ensure that the Reflections on planning and progress form (RPPF) is completed and signed by the student and supervisor and submitted to the IB with the essay for assessment under criterion E by the deadline stated in the Handbook of procedures for the Diploma Programme .

Provide exemplars of extended essays to supervisors and students. 

Ensure that supervisors and students are familiar with the IB documents 

Academic honesty in the IB educational context and Effective citing and referencing . 

Explain to students the importance of the extended essay in the overall context of the Diploma Programme, including the requirement to achieve a D grade or higher in order to be awarded the Diploma. 

Explain to students that they will be expected to spend up to 40 hours on their extended essay. 

Team Leader(s)

It is common that some subjects are more popular than others. This is true at ISB and at all other IB schools. For example for the class of 2018 there were 17 students completing their EE in Psychology and 15 in English A. 

At ISB those subjects with the most EE supervisees will also have a subject team leader to help coordinate and communicate amongst the subject specialists supervisors. You are likely to have group meetings run by the team leaders.

The Librarians

At ISB this is Mr Bell and Ms Kehe

Librarians are uniquely positioned to play an important and effective role in the extended essay process. As interdisciplinary educators they are able to work across subject areas to help students become lifelong learners through inquiring, gaining and creating new knowledge, and pursuing personal interests. With the necessary educational background and training they are able to support students in the development of information literacy and research skills 

The IB Coordinator

At ISB this is Mrs McMillan

The Diploma Programme/extended essay coordinator plays an important role in implementing and managing the extended essay research and writing process. As a pedagogical leader the coordinator will set the tone for how the extended essay is undertaken and how students and supervisors engage with the process. 

The Examiners

Another key player in the EE process is someone you'll never meet. Examiners are normally regular teachers that sign up through the IB. Your EE is sent to them electronically and because it's anonymous they never find out who you are or what school you're from. Typically in every session EE examiners will grade 60 papers. There are checks and qualifications along the way to make sure the standard of marking is kept high.

Sir Wilfrid Laurier C.I. Library & Learning Commons

The EE Coordinator

The Extended Essay Coordinator plays a role in supporting both mentors and students as they progress in the Extended Essay journey.

The Watcher on the Wall: Tracking deadline adherence

I track all internal deadlines with an eye to seeing potential issues before they become roadblocks to success. Meeting the initial deadlines with effort is one of our earliest and best indicators of success with the Extended Essay. If a student shows warning signs, I’ll be sure to contact the mentor so we can work together to get the student on track.

The Enforcer: Intervening for students not meeting expectations

If a mentor is finding that a student is not fulfilling their responsibilities, I am happy to approach the student to provide guidance and reminders of the scope of the assignment. This could be students repeatedly not meeting deadlines, poor effort on internal assignments, failure to attend/arrange meetings or issues with potential plagiarism.

When issues arise, it’s important to get ahead of them as quickly as possible to ensure that the student has a chance to adapt to challenges when there’s still time for corrective action.

If need be, I will involve Parents/Guardians, I.B. Coordinators or School Administrators using a system based upon progressive consequence.

The Coach: When a student is struggling with the workload

Life can be stressful. Sometimes the scope of the project can be daunting. It’s another part of my job to support students in dealing with that. If a student is struggling or spinning their wheels in this regard, please let me know and I can counsel as needed.

Here’s a scoop: Providing info, before you need it by yesterday

When internal or external deadlines approach, I’ll contact mentors and students alike to remind them of what’s coming. Information on Reflections, draft submissions, Turn It In, Predicted Grades and Supervisor’s Reports are transmitted when necessary, but can generally be found on this website too.

Also, at the end of the process, I work with all parties to ensure required files/information is submitted so I can submit to the IB via electronic transmission. That’s right, I’ll take of the submission aspect through the IB’s interface so you don’t have to.

Talk it Out: Here to listen to your concerns… about the Essay

Generally the best way to discuss issues regarding the E.E. is via email. I can be reached at my TDSB email address .

If you’d like to talk in person, I can be reached in the Laurier Library at ext. 20020 or drop on by. The best time to find time to talk is before school between 8:15-8:30 or at lunch. Other times can be arranged as well with enough notice.

• Get Started

The EE Coordinator is a fully customizable solution that helps IB DP World Schools manage the Extended Essay process.

Welcome! Bienvenue ! ¡Bienvenidos!

Brad Cartwright

Effectively supervising any extended essay.

Teacher & IB Coordinator Workshop

Saturday, November 9th, 2024

10:00 AM to 1:00 PM EST (NYC) via Zoom

Registration Ends November 8th!

Filling the Gap!

Filling the gap between what the IB expects us to do and how to actually do it in the classroom!

Effectively Supervising The Extended Essay

- Workshop Details -

The Mark Scheme - The answers are all in the mark scheme--and thus the mark scheme is the foundation of our understanding the what the Extended Essay actually "needs to do".

Subject Specific Guidance - Here in lies the keys to the task in every Subject Area! As Extended Essay Supervisors we must know our Subject Specific Guidance thoroughly and completely.

The Reflections - This is a critical piece of an Extended Essay! We will dig deep to understand how to guide students to effectively write evaluative reflections.

The Process - Each one of us will take an in depth look at our own specific parameters of Supervising an Extended Essay at our schools.

A Plan - The culminating moment of the workshop will be where we each construct a unique four-part plan to Supervise our students over the multi-month Extended Essay process at our own individual schools.

The Promise - You will finish the workshop with a thorough understanding of what being an effective Extended Essay Supervisor involves by taking control of your own individual situation!

Plan to enroll more than five teachers?

Reach out for a group discount to [email protected]

- IB Teacher Workshop Testimonials -

Hear it straight from IB Teachers and IB Coordinators who attended previous workshops!

“I have been to a great many IB trainings, both MYP & Diploma Programme. This is the first training I walked away from feeling re-invigorated and excited about making changes for our program. This training was practical, applicable, and relevant. I am looking forward to a customized training experience!”

“This was undeniably one of the most informative, well organized and applicable IB trainings that I have encountered. It also has many useful resources that you can access after the workshop! The Q&A cumulative session was a wonderful bonus! Thanks Brad and Kurt for sharing your wealth of knowledge and experience! ”

“I am so glad that I attended Brad Cartwright’s IB Extended Essay Workshop, since it was insightful, informative, and useful. His practical, specific, and encouraging approach really outlined the role of the supervisor and how to guide the student to his/her best abilities. Thank you for showing us “what and how” we can bridge the objectives of the tasks and the mark scheme. I would absolutely recommend this, and all of his other workshops, whether you are a new or experienced IB teacher. ”

“Best value for money IB course in the market. If you are realtively new in delivering the IB Economics course, your students will see a marked improvement in your delivery of the content from week 1 and will thank you for taking the course! Also, a great opportunity to meet fellow IB Economic teachers from around the world who are committed to improving the classroom learning experience of Economics for their students, as well as help foster a life long interest in the subject.”

“As a new Economics teacher, I was struggling to find the right pace while trying to fill the gap between what IB wanted students to know and what I needed to do as a teacher to facilitate this so my students would be well prepared for their exams. I had many questions - do I teach everything? how do I support my students so they not only know the content, the diagrams, the facts but have those critical skills to be able to analyse and evaluate with conviction? how do I know my IA marking is on par with the IB examiners? Not only I got answers to these questions, during the workshop I've also gained valuable skills and resources to teach confidently. Thanks to Brad, I feel my students are now well supported to not only succeed in their exams but become knowledgeable and critical thinker economists. ”

“The Launching the School Year workshop was immensely helpful in ramping up for the school year. Having never taught IB DP Economics before, I entered the course not knowing where to begin or what to focus on. I felt like I learned, in four weeks, what it might otherwise take me three years to figure out on my own. The workshop not only laid out a clear architecture for thinking about the course; it also gave me ways to think and talk about and plan for the course that I could put to use with my students immediately. ”

“I thoroughly recommend Brad’s workshops both for teachers new to IB economics and for those with a few years under their belt. The workshops are well organised and allow for active participation by participants. I have come away with fresh ideas of how to organise the material and have implemented many of them already. ”

“This is an ideal course for anyone who is starting to teach IB economics, whether they are familiar with the IB and not Economics, or familiar with Economics but not the IB. Brad covers every aspect of the course. Gives very useful and practical advice on how to teach, allocate time according to the topics and skills.”

“This workshop wasn’t “extra” for my professional development, I would say it was ESSENTIAL! As someone new to the IB curriculum and to teaching Economics the workshop covered all of the vital concepts I needed to know to survive my first semester of teaching. Your workshop contained high quality content that was delivered with passion and a genuine desire to share your knowledge and to present it in a way that becomes useful to teachers even with varying levels of experience. In terms of what we covered and were able I am so glad that I attended Brad Cartwright’s IB Extended Essay Workshop, since it was insightful, informative, and useful. His practical, specific, and encouraging approach really outlined the role of the supervisor and how to guide the student to his/her best abilities. Thank you for showing us “what and how” we can bridge the objectives of the tasks and the mark scheme. I would absolutely recommend this, and all of his other workshops, whether you are a new or experienced IB teacher. to achieve in only 2 days, the workshop exceeded all of my expectations. The pace was fast but reasonable. You answered every question with grace, simplicity, and absolute competence demonstrating your mastery in the field. I loved your energy, passion, and generosity as a facilitator- and it is clear that it is your mission to help us become the best teachers we can be. ”

“your level of experience teaching IB Economics. The biggest problem that the majority of us face as IB teachers is the lack of certainty of what and how to guide the EE process. Brad’s style of delivery is clear and well paced, and he provided us with solid strategies and resources to guide our students through the Extended Essay process. Another thing that Brad did was that he assumed zero prior knowledge. I loved this, because as a new IB Economics teacher I have felt a bit overwhelmed in the other workshops I’ve attended. The fact that he explained each area of the Extended Essay process in a non-judgemental way made it easy for everyone to ask any question that they wanted. Finally, it comes clear as day that Brad really cares. IB teachers need support, understanding and guidance, not judgement and ridicule. I got so much peace of mind from this workshop and left feeling empowered to guide my students. ”

“Brad’s workshop was just what I needed when teaching Market Power. He clearly explained IB expectations, had great teaching strategies, and shared resources that I immediately used in the classroom. Plus, it was super enjoyable, because Brad is a remarkable person and dedicated professional. I highly recommend his teacher workshops and all of his online materials -- they are very helpful! ”

“The most helpful part of Brad’s workshop was the clarity on the structure of the Internal Assessment and the best type of articles to use to get the most out of the IA commentary. I was very grateful for Brad’s continuous ability to answer my questions throughout to ensure that I fully understood what was being communicated and could challenge some of my current practices. Even though the workshop was full, the session was very interactive and felt almost personalized. ”

“I can say without reservation that this was the best IB workshop I have ever attended. Not only was it completely beneficial in meeting my needs, but Brad’s relaxed and enthusiastic approach allayed many of the concerns I have as a first year IB Economics teacher. ”

“The best part of Brad’s Internal Assessment workshop was the practical and easily actionable step-by-step approach he took us through. It was very much a “how to” workshop that cut through unnecessary material and explained to us exactly how to guide students through the Internal Assessment process. It was a very powerful and empowering workshop. I highly recommend any of Brad’s teacher workshops! ”