Choice of topic

Students can choose a topic they have encountered during their Diploma Programme business management course. However, they may also choose to investigate issues that fall outside its scope. For example:

• business practices in a specific regional or national context, or
• the practical applications of the work of a particular business management theorist.

Whatever area they choose, students must root their research firmly in accepted business management theories and use the core principles of business management as the basis for their research.

Students are strongly advised to choose a topic that enables them to carry out research and apply business management theories and techniques in a real-world setting. This setting may be an organization, industry or market in a particular region or country, or globally.

Sources of ideas may include:

• an interest in issues raised in the classroom
• aspects of a student’s own experience
• current events.

Research questions that do not allow a systematic and meaningful investigation using business management theories, concepts and principles are unlikely to be suitable.

Backward versus forward-looking questions

Students can choose to investigate past event(s). However, they must ensure that their question will enable them to analyse and evaluate rather than simply describe what happened.

A forward-looking question can enable students to search for conflicting sources to arrive at a well-supported argument and conclusion. But the topic should not be so forward-looking that information and results are not yet available: hypothetical questions based on future events are to be avoided.

Examples of topics

These examples are for guidance only. Students must ensure that their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

Sources

Students’ research should be broad and detailed, using a range of sources. Excessive reliance on a single source, such as a company’s annual report, is unlikely to give students sufficient scope or breadth in their analysis.

Students can include materials sourced from a particular business or organization whose area of business is related to the topic chosen, eg market research companies, industry analysts or think tanks.

Secondary sources

Students should use secondary data as the basis of their EE, supported where appropriate by primary research. The sole use of secondary sources is permitted and will allow students access to all levels of the EE assessment criteria.

(Note that this is similar to the research approach of the SL internal assessment task of the business management course and different to the research approach of the HL internal assessment task, where primary research takes precedence.)

A good range of secondary sources should be consulted, including:

• business management textbooks
• general business management books
• industry analyses
• company reports and data.

Primary research

Students must plan any primary research well so that it yields genuinely additional and significant insights.

Students and supervisors are required to:

• act with tact and sensitivity towards the research subjects
• respect the confidentiality of the organization(s) and people involved.

All the research carried out must address the research question. Similarly, the development of the essay must be related to the research question directly and consistently and must not include information that is unnecessary.

Use of analytical tools and numerical data

A good essay will demonstrate the appropriate use of analytical tools, often supported by numerical data to assist the discussion and evaluation.

Appropriate analytical tools from the business management syllabus include:

• Ansoff Matrix
• BCG Matrix
• Break-even analysis
• Decision tree
• Financial statements and ratio analysis
• Fishbone diagram
• Force field analysis
• Position maps
• Stakeholders analysis
• STEEPLE analysis
• SWOT analysis

Students may also use analytical tools that are not included in the syllabus.

Conceptual perspectives

Strategic and conceptual perspectives on the research question can add to the interest and rigour of the essay, for example:

• the effect of new technologies on organizational innovation
• the cultural and ethical implications of business decisions.

Analysing the data

Use of theory

Students should integrate relevant business management theories, tools and techniques with the evidence obtained by the research throughout the essay.

Students should not present theory as a separate section. An essay that delivers theory as a separate section of the essay and does not apply it to the specific research question is unlikely to succeed.

Students should avoid making assertions using business management theories and techniques if they cannot meaningfully link these to their case study with supporting evidence.

Critical thinking

Students must ask probing questions and look at all relevant factors when considering the information obtained from their research. Information cannot always be accepted at face value.

A critical approach, in which students display the skills of analysis and evaluation, is essential.

Students should indicate unresolved questions, or new questions that have arisen from their study, in their conclusions.

Students should remember that a business management essay must be written in an objective style without personal bias. Conclusions should be derived from the evidence and not based on any preconceptions of the student.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Choice of topic

The topic must allow an approach that specifically involves chemistry. Where a topic might be approached from different viewpoints, the treatment of the material must be from a chemistry perspective. For example, an EE in an option area of the IB syllabus such as biochemistry will, if registered as a chemistry EE, be judged on its content within the scope of the biochemistry option of the syllabus.

Examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

An EE in chemistry may be based on:

• literature
• theoretical models
• experimental data.

Whichever approach is chosen, the student must ensure that they have access to sufficient data to research the topic effectively.

Students who choose to write a literature- or survey-based essay should ensure that it clearly shows its chemical basis. Essays written at the level of a newspaper or news magazine article are unlikely to achieve a high mark.

Since chemistry is an experimental science, students are strongly encouraged to undertake experimental work as part of their research, although this is not compulsory.

In order to place their research into the appropriate context, students should research the area of the investigation before commencing any experimental work. Where possible, they should consult original research using:

• scientific journals
• personal communications
• online sources
• textbooks.

The internet should never be the sole source of information.

All essays involving experimental work undertaken by the student should include a clear and concise description of the experimental work. Students should indicate clearly whether they have personally designed the experiment or used an existing method. If they use an existing method, they must give its source and state how they have adapted and improved upon it.

Supervision

All essays must be supervised by a school supervisor.

Many of the best essays are written by students investigating relatively simple phenomena using apparatus and materials that can be found in most school laboratories, and this approach is to be encouraged.

If the practical work is carried out in an industrial or university laboratory, the essay should be accompanied by a letter from the external supervisor outlining the nature of the supervision and the level of guidance provided. The school supervisor must be satisfied that the work described in the essay is genuine and essentially that of the student.

The supervisor has the responsibility to ensure that students understand that the EE must not duplicate the research topic, data or the results of the internal assessment. A statement to that effect should be included in the supervisor’s comment on the cover of the EE.

Generating and presenting data should not be an end in itself; students must analyse data using appropriate techniques, evaluate it and where appropriate compare it with appropriate models or literature values.

Use of secondary data

Students can also use data collected elsewhere. For example, for a research question that requires calculation of enthalpy changes in reactions, students can obtain average bond enthalpies from databases and manipulate these in order to answer the question.

However, to achieve high marks, students must devise their own method to analyse the secondary data in a way that leads to a specific answer to their research question.

In any chemistry EE, students must demonstrate that they understand the theory underlying any experimental work and state any assumptions made.

They should show an understanding of the results obtained and be able to interpret them with reference to the research question posed.

They should be critical of inadequate experimental design, the limitations of the experimental method and any systematic errors.

Students should be encouraged to consider unresolved questions in their research, and to suggest new questions and areas for further investigation. Throughout the essay, students should emphasize clearly their own personal contribution.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Choice of topic

It is important that the chosen topic and its treatment reflect a firm emphasis on computing science and explores beneath the surface of this subject.

It is also important that the work goes beyond a summary of journalistic views on a particular topic. It is not sufficient for the student simply to describe new advances and developments in computing. Students are expected to analyse their findings and consider the implications.

Often, the ethical and social effects of the topic chosen will be important and may well have a part within the essay, for example in the conclusion. However, an essay that makes these considerations a major focus is not appropriate and would be better submitted as an information technology in a global society (ITGS) essay.

An in-depth analysis of trends and advances in computing should include aspects of the theory of computer science, which would necessarily demonstrate a high degree of technical knowledge and understanding.

Data for analysis may be generated from a program written by the student. This is often an appropriate method of investigation, but the code itself, and its development, will not be rewarded under the assessment criteria unless the specific techniques employed are of particular relevance to the research question.

Examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

An EE in computer science is not intended as a vehicle to demonstrate programming skills. These are demonstrated in the computer science project (the internal assessment requirement of the computer science course).

The EE is an opportunity for students to be creative in a different sphere—that of independent, personal research.

While an EE may refer to a programming exercise, such as a compiler for a new language designed by the student, the emphasis in such a case should be on the design, development and analysis of the compiler and on language design. Some evaluation of the compiler in relation to those already existing is also expected.

Although program fragments may be included in the body of the EE to support the design and the discussion, the full program code (including internal documentation) should appear in an appendix as evidence.

Futuristic topics in computer science should be based on sound theory and projections of well-known computer science authorities.

Students are expected to support personal conclusions with the theories presented. This is an area where students need to be particularly careful that the analysis they apply to information gathered is their own independent analysis and that the information they use is from reliable sources.

Students are likely to turn to the internet for sources of information. When doing so, they need to verify the reliability of sources and also ensure that they are not relying too heavily on these sources to collate, rather than analyse, information.

Students are expected to both critically evaluate the resources consulted during the process of writing the essay and to expand on the material gathered from these sources in order to make any technical information understandable to a reader who might not be a specialist in the subject.

Frequent reference to the assessment criteria by both the supervisor and the student will help keep a sharper focus on the project.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Choice of topic

The topic must be concerned with issues relating directly to design technology. Where the topic may be approached from different viewpoints, students must examine it from a design technology perspective. Students are expected to be familiar with the design cycle, as set out in the Design technology guide.

Students are encouraged to select a topic that is appropriate to their interests and abilities and the resources available.

Essays may focus on systems design rather than a specific product, such as:

• investigating the benefits resulting from the introduction of end-of-pipe technology to reduce waste from the processing of iron ore
• investigating a cold chain for the distribution of heat-sensitive vaccines and antibiotics in a tropical climate
• evaluating the effectiveness of an automated manufacturing system for the mass customization of a particular product.

When choosing a topic, students should start by exploring appropriate design contexts. For example, it may be worth considering:

• artifacts that do not function effectively or seem wasteful of resources
• the needs of particular user groups such as the elderly, disabled or special needs;
• new technologies and how they might influence or converge with existing technologies.

Examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

Students are expected to use a range of methods for the collection of data and the essay should use both primary and secondary sources. However, practical experimental work is not mandatory.

Use of primary sources

To promote their personal involvement, students should be encouraged to use locally available primary sources wherever possible. They can collect data from different sources using a variety of methods, and then analyse it using scientific and technological techniques.

However, they should only include in their essay data that is directly relevant to the chosen topic.

The inclusion of relevant graphical material will also significantly enhance the essay.

Practical and experimental work

As design technology is an experimental science, many students will wish to base their essay on practical or experimental work. However, this is not compulsory.

Practical activity may take the form of:

• experiments to test products or materials or evaluate performance
• modelling situations and products to assess effectiveness
• prototyping design solutions
• full realization and trialling of a design solution
• developing a marketing strategy.

The topic should be treated at an appropriate level of study:

• broad enough to have wider social, political or organizational aspects
• specific enough to have potential for taking or stimulating action in the problem area.

Students should identify the key issues that emerge from the investigation and assess their significance in relation to the original proposition or question. It is essential that students choose an issue that can be explored, and from which conclusions can be drawn, evaluated and recommendations made.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Choice of topic

Students can choose a topic within any of the syllabus sections in the current Economics guide, but they are not restricted to these.

Use of economic theories, models and tools

Students should undertake an essay that uses the principles of economics as a basis for researching a particular topic. They may take a recent economic event, issue or policy, gather data and apply economic theories, models and tools to evaluate it.

Research questions that do not allow a systematic and meaningful investigation using economic theory and do not require critical analysis and detailed understanding are unlikely to be suitable in economics.

Multidisciplinary topics

It is essential that students answer the question using economic theories and concepts, and that the work does not diverge into another subject area. Some topics can be approached through different disciplines, such as business management, geography or psychology. Students must therefore ensure they use economic theories, models and tools and meet the subject requirements of economics.

Alternatively, if students wish to approach a topic from the perspective of economics and another discipline within the Diploma Programme, they can undertake an interdisciplinary World Studies EE .

Five-year rule

Topics should not be historical. They should relate to economic information, policies, outcomes or events that are no more than approximately five years old. Topics that are too retrospective, such as “What was the impact of the global financial crisis on unemployment in the United States from 2007–2010?” almost invariably become descriptive.

Essays should also not be based on future economic events. For example, “What will be the effect of the 2026 Football World Cup on the economy of Country X?” would not be suitable as it would be entirely speculative and unsupported.

Opportunities for analysis

The topic chosen should provide opportunities for some critical analysis of the information that is gathered. Students should avoid topics that depend entirely on summarizing secondary data, as they tend to lead to an essay that is essentially narrative or descriptive in nature.

Restricting the scope of the essay is necessary to ensure a clear focus, and will also provide opportunities for demonstrating detailed understanding of economics and critical analysis.

Suitable areas of economics

Macroeconomics topics may be chosen, but it is essential that the research question is narrowed to a reasonable focus on a particular part of the economy and is not on the economy as a whole.

Topics researching economic development are highly suitable, but the research question should relate to a particular aspect of development or a limited area. It would not be suitable, for example, to examine the effect of some government policy on the development of the whole economy.

Examples of topics

These examples are for guidance only. Students must ensure that their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

Research question

Choosing a research question that is made up of more than one question (a “double-barrelled” research question) is unlikely to result in a successful essay—eg “Does Company X practice monopolistic behaviours and, if so, how does it help the firm to increase revenues” or “What is the effect of European interest rate policy on aggregate demand in Greece and what should the government do to increase aggregate demand?”

In the first example, the answer to the first part of the question must be affirmative in order to proceed with the essay. If not, the second part of the question cannot be answered.

In the second example, the scope of the essay is simply too wide.

The answer to the research question should not be self-evident. There must be scope to research the question and weave together an argument that is not obvious from the outset. For example, “To what extent is the market for mobile phone service in Country X an oligopoly” would not be appropriate when it is obviously an oligopoly as there are only three firms.

Research methods

Students can base their essay solely on secondary sources. They can also choose to undertake primary research.

Secondary sources

Students should consult a good range of secondary resources, including:

• economics textbooks
• general economics books
• research from think tanks such as the OECD or the New Economics Foundation
• government publications
• publications from international organizations such as the World Bank or UN bodies
• newspaper and magazine articles.

Primary research

For certain topics, primary research may enhance the approach, including:

• interviews
• surveys
• questionnaires.

Interviews with experts (face-to-face, virtual or electronic) in a given topic can be very beneficial, for example:

• university lecturers
• journalists
• government officials
• business people.

Where students undertake primary research, they must approach it in an academic manner.

• They must construct any surveys or questionnaires so that they gather meaningful, relevant data.
• Sample sizes must be large enough to generate statistically significant results.

When students have carried out surveys or questionnaires, they must:

• explain the process in their essay (How many people? Who? Where?)
• summarize and analyse the relevant results.

Pages of pie charts summarizing survey results are rarely appropriate.

Questionnaires based on speculative, anecdotal responses rarely, if ever, generate appropriate data and should not be used.

Use of theory

Students should integrate relevant economic theories, models and tools with the evidence obtained by the research throughout the essay. The theory should not be presented as a separate section. An essay that delivers the theory as a separate section of the essay and does not apply it to the specific research question is unlikely to be successful in terms of analysis.

Students should never make assertions using economic theories, models and tools if they cannot meaningfully link these theories to their case study with supporting data or evidence.

Students can demonstrate their skills of analysis and evaluation by judging the extent to which a theory is valid or useful in answering the research question.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

https://resources.ibo.org/dp/subject-group/Extended-essay-first-assessment-2018/resource

Choice of topic

The EE may relate to work students have already completed during the course, but they must also demonstrate relevant wider reading and individual study.

It is the responsibility of the student to ensure that the topic of their EE does not overlap with any other work they are preparing for assessment in language A—for example, the written assignment in the literature course, or the written task in the language and literature course. Students risk their diploma if academic misconduct is detected.

Clarification on the use of non-fiction in a Language A EE:

Works of fiction and non-fiction can be considered as part of literary investigations provided that the works in question are of literary merit. Candidates should ensure that the work that they wish to investigate has a body of established literary criticism before deciding that the work is worthy of investigation. The availability of secondary sources to support arguments is vital to fulfilling criterion C (Critical thinking).

Important note on the use of film in studies in language and literature category 1 and 2 essays:

If a student wishes to study a film adaptation of a literary work with the original written text as part of their studies in language and literature essay they must refer to the studies in language and literature guide, Option 3 Literature and film for guidance on how film may be used. The use of film has to be in light of the requirements as detailed in the guide. The focus of the essay must be clearly on the screenplay (the written or spoken word), its delivery and effect. It must not be about the filmic qualities in terms of technology—essays focused on these aspects may be more appropriately placed (depending on their focus) in a category 3 essay, or in the subjects “film” or “literature and performance” and will be self-penalizing if submitted as a category 1 or 2 essay.

Categories 1 and 2—literature

1. Studies of one or more literary works originally written in the language in which the essay is presented.
2. Studies of a literary work or works originally written in the language of the essay compared with one or more literary works originally written in another language. (The work originally written in another language may be studied in translation.)

Through the work they have already undertaken, students may have developed an interest they wish to pursue further, for example:

• a particular genre of writing
• a particular author
• a philosophical, political or social question addressed by a literary work.

Categories 1 and 2—appropriate texts

Students can choose literary works from any source, including the IB Diploma Programme prescribed list of authors.

Crucially, students’ chosen text(s) should be of sufficient literary merit to sustain in-depth analysis.

Categories 1 and 2—examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Examples of topics—category 1

Treatment of the topic

Students should use both primary and secondary sources for their research.

Primary sources refer to the novels, poems, stories, plays or essays by the author whose work is the focus of the student’s research.

Secondary sources are scholarly works about:

• the primary author’s work and biography
• the genre the student is focusing on
• literary techniques.

Secondary sources include:

• books
• academic journal articles
• edited essays in book collections
• reviews incorporated in the publication that is the focus of the student’s research.

Categories 1 and 2—literature

Students should always consider how the text(s) work as literature, dealing with aspects such as the effects they achieve, the devices they use and the way they are written.

Philosophical, political or social issues

Students can choose as their topic a philosophical, political or social issue arising from a work of literature. However, the major focus of their essay should be the literary treatment of the issue. They must not treat the literary work(s) simply as documentary evidence in a discussion of the particular issue.

In addition, students should not use the essay solely as a vehicle for their own thoughts on the issue. Students must focus first on their analysis of the presentation of the author’s ideas. Then they can present their personal views on the way the author has treated the subject.

Use of literary criticism

Students should aim for a compromise between building on the wisdom of experienced critics and introducing new personal elements. An essay that simply repeats the views of established literary critics will not receive a high mark.

Use of literary biography

Essays that interpret literary works in terms of the writer’s life tend to produce reductive readings based on second-hand information. Such essays receive low marks and the IB therefore advises students to avoid biographical topics.

Examples of topics, research questions and suggested approaches—category 1

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Examples of topics, research questions and suggested approaches—category 2

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Choice of topic

The EE may relate to work students have already completed during the course, but they must also demonstrate relevant wider reading and individual study.

It is the responsibility of the student to ensure that the topic of their EE does not overlap with any other work they are preparing for assessment in language A—for example, the written assignment in the literature course, or the written task in the language and literature course. Students risk their diploma if academic misconduct is detected.

Clarification on the use of non-fiction in a Language A EE:

Works of fiction and non-fiction can be considered as part of literary investigations provided that the works in question are of literary merit. Candidates should ensure that the work that they wish to investigate has a body of established literary criticism before deciding that the work is worthy of investigation. The availability of secondary sources to support arguments is vital to fulfilling criterion C (Critical thinking).

Category 3

Studies in language based on one or more texts originally produced in the language in which the essay is presented. Texts can be compared with a translated text originally written in another language.

A category 3 EE emphasizes the production and reception of texts in social, historical and/or cultural contexts. Essays that simply offer a general overview of a topic are not appropriate.

Category 3—appropriate texts

For the purpose of a category 3 language EE, “texts” include the widest range of oral, written and visual materials present in society:

• single and multiple images with or without written text
• literary written texts and text extracts
• media texts, for example, advertising campaigns; films, radio and television programmes and/or their scripts
• electronic texts that share aspects of a number of media texts, eg video-sharing websites, web pages, SMS messages, blogs, wikis and tweets
• oral texts, eg readings, speeches, broadcasts and transcripts of recorded conversation.

When writing the essay, students must bear in mind that any narrative and/or descriptive material included should be directly relevant to the critical analysis. A summary of the student’s reading is not sufficient.

Where relevant to the topic, students may compare and contrast different languages and cultures. However, the essay’s main focus should be the language and culture(s) of the language in which the student is writing.

Category 3—examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column). Where students take a comparative approach, at least one of the texts must have originally been written in the language of submission and studied in translation into the language A.

Treatment of the topic

Students should use both primary and secondary sources for their research.

Primary sources refer to the novels, poems, stories, plays or essays by the author whose work is the focus of the student’s research.

Secondary sources are scholarly works about:

• the primary author’s work and biography
• the genre the student is focusing on
• literary techniques.

Secondary sources include:

• books
• academic journal articles
• edited essays in book collections
• reviews incorporated in the publication that is the focus of the student’s research.

Category 3—language

Students should give focused and critical attention to the text or texts being considered. The approach should aim to be balanced, coherently argued, and illustrated by relevant supporting examples.

Students are encouraged to:

• adopt an analytical, critical position
• show awareness of potentially conflicting viewpoints on the text(s) and their meaning in a wider social context.

Their analysis must include a wider discussion of the contexts in which the text(s) are produced and understood.

Essays that attempt to interpret the text(s) without considering the original audience and context are unlikely to offer a fully successful discussion.

Examples of topics, research questions and suggested approaches—category 3

The examples are just for guidance. Apart from examples 1 and 7, each specifies a particular language so that the research question is precise. However, they may also work in another language and context.

Examples 1, 2 and 3—language in a cultural context

Students can explore how language develops in specific cultural contexts, how it impacts on the world, and the ways in which language shapes both individual and group identity.

Examples 4, 5, 6 and 7—language and mass communication

Students are able to consider the way language is used in the media, and may address how the production and reception of texts is influenced by the medium in which they are written.

Choice of topic

The topic must clearly focus on film or television, rather than a literary, sociological, political or historical issue.

For example, a study of film adaptations of Shakespeare’s plays or of classic novels must not become a literature essay about the plays or the novels. It must be a discussion about the films from a filmic point of view.

The topic needs to offer enough scope for a substantial essay without being too general. Crucially, it needs to capture the interest and enthusiasm of the student.

Treatment of the topic

Clarity, coherence of ideas and attention to detail are all necessary to achieve an effective EE. Students need a well-formulated research question that allows them to develop an EE that is cogent, rational and economical in expression. Their ideas should be supported by relevant sources and specific reference to film and/or television texts.

Primary sources

For primary sources, there must be detailed references to at least one film (or major television work). Primary sources include:

• the film(s)
• the script
• the screenplay
• the score
• personal contact or personal correspondence with individuals involved in making the film.

Surveys and questionnaires undertaken by the students themselves should be avoided as they are unlikely to offer statistically valid information.

Secondary sources

For secondary sources, students must make close reference to relevant sources (print and other media) related to the question, such as:

• books
• journal and magazine articles
• reviews
• DVD “extras”
• promotional material
• internet material.

Use of sources

Students should:

• evaluate the arguments in the sources rather than simply repeating what they say
• explore a broad range of ideas from different sources, rather than relying heavily on one, or on a number of items from a single author.

Use of visual materials

An EE may be enhanced by visual materials, such as:

• drawings
• diagrams
• storyboard frames
• screenshots
• camera layouts.

However, such material must not be used merely for decorative purposes.

Visual and other source materials must be properly referenced and acknowledged at the end of the essay.

In addition, students’ EEs must:

• focus on developing, supporting and illustrating their argument, rather than on plot summary or character description
• use filmic terminology accurately and appropriately.

The most successful essays are often those with a clear voice that transmits the student’s enthusiasm and scholarship with clarity and conviction. The EE should reflect the student’s coherent and informed engagement with their chosen topic.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

https://resources.ibo.org/dp/subject-group/Extended-essay-first-assessment-2018/resource

Choice of topic

The essay topic may relate to an area of the Diploma Programme geography course, but this is not a requirement. Students can also explore other areas of the wider subject, such as how global issues can be examined through the lens of geography.

Examples of research topics

These examples are for guidance only. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

It is the task of the supervisor to ensure that the research question:

• is relevant to the subject
• allows the student to make use of appropriate geographic sources
• encourages the application of relevant subject concepts, theories or ideas.

Students should establish the geographic and theoretical context for their research question early in the essay. Students should outline clearly the geographic context in which they are conducting their research using:

• one or more annotated maps
• where relevant, photographs and/or satellite images.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Choice of topic

In the Diploma Programme global politics course, a political issue is defined as:

“Any question that deals with how power is distributed and how it operates within social organization, and how people think about, and engage in, their communities and the wider world on matters that affect their lives.”

Hence, there is a wide range of questions that are in principle suitable for an EE in global politics. Students must narrow their initial topic ideas to a concise question that can be researched effectively within the EE’s 4,000-word scope.

EEs in global politics may focus on topics that invite a local to global level of analysis, or on any level in between. Sometimes, it may be interesting to investigate how the same political issue unfolds at different levels of analysis.

The benefit of undertaking research that investigates issues at a global level is the availability of secondary data. Research at a local level may be more effectively investigated using primary methods.

In addition to levels of analysis, different theoretical foundations or the perspectives of varying groups of people or individuals on a political issue may help students to formulate a clear and focused research question.

“Contemporary” rule

The topic students choose must be contemporary. Contemporary here is taken to refer to events during the student’s lifetime.

References to historical events and issues can be included if they:

• provide useful background context
• are necessary for understanding a topic
• have clear implications for the present.

However, the emphasis of the essay should be on current affairs. Similarly, students should not base their essay on future events, as in this case it will become speculative and unsupported.

When choosing a topic, students and supervisors must ensure that the various assessment criteria can be satisfied within the word limit. Students are advised to avoid topics that are too broad in scope to permit an in-depth study within the prescribed word limit.

Examples of topics

These examples are for guidance only. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

EEs in global politics will often be interdisciplinary in terms of subject matter and research approach and may use both primary and secondary sources.

Essays that rely on secondary sources only are perfectly valid, but students must engage critically with the sources of information that they use.

The topic and chosen level(s) of analysis will suggest the appropriate theoretical perspectives and methodological approaches.

Various approaches to the research are possible, such as:

• case studies
• comparative studies
• analyses of discourse.

Relevant techniques for gathering and interpreting evidence include:

• interviews
• literature or media reviews
• quantitative data analysis.

Students may use journalistic or visual material, interviews or data from popular and social media, but their essay should not be based solely on such sources.

Theoretical underpinning

Students must show that they have grounding in theories and methods of global politics and are able to use these appropriately and effectively in order to develop a reasoned argument.

The essay is a formal research essay that examines contemporary political issues, and may do so from an angle previously unfamiliar to the student. For example:

• Students interested in a more theoretical approach to political issues can examine the key concepts of global politics in a way that is more anchored in academic debates.
• Students interested in statistics that underpin decision-making and perceptions in global politics can undertake more comprehensive data analysis.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

https://resources.ibo.org/dp/subject-group/Extended-essay-first-assessment-2018/resource

Choice of topic

The topic must:

• focus on the human past (at least 10 years ago)
• be worthy of study
• lend itself to systematic investigation in line with the published assessment criteria.

Ten-year rule

Essays that focus on events of the past 10 years are not acceptable, as these are regarded as current affairs, not history. Any essay that does so will be compromised across several criteria.

It is not a requirement for the topic to be chosen from the Diploma Programme history course, but it must be acceptable to the supervisor.

It should provide an opportunity for critical analysis of source material, and not depend on summarizing general secondary sources (such as textbooks and encyclopedias). Such an approach is likely to produce an essay that is essentially narrative or descriptive.

The topic chosen must be suitable for effective treatment within the 4,000-word limit. Essays that cover many aspects of history, or a long time period, are unlikely to prove successful.

Narrowing the scope of the essay:

• is a crucial step in helping to ensure that the essay has a clear focus
• allows students to demonstrate detailed and specific historical knowledge, understanding and critical analysis.

Examples of topics

These examples are for guidance only. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

Disciplinary focus

Some topics can also be approached from the perspective of other subjects, such as economics or geography. Social history includes areas such as music and sport.

Students must ensure their treatment of the topic meets the subject requirements of history.

• While social history does include areas such as music and sport, these are only acceptable for a history extended essay if they are tackled from a historical perspective.

Suitable research questions need to lead to:

• systematic investigation
• critical analysis
• detailed understanding.

Adequate available sources are essential. If it is clear at an early stage in the research that they are not, then students should change focus. If necessary, the supervisor should advise them to do so.

Sources

Students who use both primary and secondary sources for their research will find it easier to achieve the highest marks.

If a student chooses to use secondary sources only they will need to take particular care to address the assessment criteria.

Possible approaches to the research question include:

• using primary and secondary sources in order to establish and appraise varying interpretations
• analysing sources in order to explain changing views over time of particular happenings or developments
• using source material for a case study or local history project, perhaps leading to a comparison of local and national developments
• collecting and analysing oral and written data from family and other contacts to help explain past happenings, perhaps leading to a comparison of local and national developments
• using all available sources to answer the question posed.

Examples of topics, research questions and approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples have all been chosen by past students and are included here for guidance only.

Critical analysis and evaluation

Students should not accept uncritically the value and reliability of sources, especially when the authenticity of some of the sources may be questionable.

Students should show awareness of the value and limitations of their main sources through analysing their origin, purpose and content:

• Who were the authors?
• What was the intended audience?
• What were the overt and covert reasons for the production of the source being evaluated?

They should integrate this evaluation into the main body of the essay and not adopt a “stand alone” approach of two sources.

Students can show good critical analysis and historical judgment through a sound assessment of source material and different explanations and interpretations.

Opportunities for reporting and assessing different interpretations will vary with the topic chosen. Students will gain credit for explaining why a historian formed an interpretation, not merely stating it.

https://resources.ibo.org/dp/subject-group/Extended-essay-first-assessment-2018/resource

Choice of topic

IT’s rapid development, global reach and emerging social and ethical considerations offer ITGS students huge scope in their choice of topic. Students have the opportunity to be innovative in their research in ways that few other subject areas can match.

The choice of topic may emerge from many sources including:

• a news article
• current use of IT system(s)
• issues discussed in class
• personal interest.

The topic must focus on the impact of an IT system or a specific issue that has ITGS at its core. A topic with only an incidental mention of an IT system or that focuses on another technology is not suitable for an ITGS EE.

Students must demonstrate in-depth knowledge of some aspect of IT and its impacts. Their level of expertise must go well beyond general knowledge. They should be able to use IT terminology and concepts competently. Students’ explanation of the particular IT system must be supported with appropriate research, including visual evidence.

Examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

Level of understanding of IT

The ITGS EE is not an exercise in demonstrating IT skills, but students must clearly show in-depth understanding of the IT system in the chosen topic. Students who do not have well-developed IT practical skills or who are not taking ITGS as one of their Diploma Programme subjects are unlikely to show the level of insight that is required for the highest levels of attainment.

However, students should only include program code, mark-up codes (eg HTML) or detailed electronics to support their argument. They should not make such technical expertise the focus of their essay.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Choice of topic

Students can pursue their interest in the language through research based on texts (spoken or written records of the language) or specific cultural artifacts, a requirement for the category 2(b) essay.

The essay should consist of the study of an issue in one of the three categories: language, culture and society or literature, or a combination of these.

Students must ensure that the materials they require for their choice of topic do not overlap significantly with any other work they are submitting for the Diploma Programme. For example, they must not use:

• a novel in its original form that they studied in translation for language A: literature.
• the same aspects of a film for coursework in film.

Students risk their diploma if academic misconduct is detected.

Clarification on the use of non-fiction in a Language B EE:

Works of fiction and non-fiction can be considered as part of literary investigations provided that the works in question are of literary merit. Candidates should ensure that the work that they wish to investigate has a body of established literary criticism before deciding that the work is worthy of investigation. The availability of secondary sources to support arguments is vital to fulfilling criterion C (Critical thinking).

Important note on the use of film in studies in language acquisition essays:

If a student wishes to study a film adaptation of a literary work with the original written text as the focus of their essay, it must be clearly focused on the screenplay (the written or spoken word), its delivery and effect. It must not be about the filmic qualities in terms of technology; essays focused on these aspects will be more appropriately placed in "film" or "literature and performance" and will be self-penalizing if submitted as a studies in language acquisition essay. This advice applies to essays written within categories 1, 2(a), and 3, as film is already specified as a cultural artifact for the purposes of category 2(b).

Examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

The research and writing process

• Language acquisition EEs can require more planning than those written in a student’s first language.
• Students should read and annotate secondary material written in the target language as this will help with vocabulary and expressions when they come to write the essay. Writing their annotations in the target language will also help.
• Students should draw up a section-by-section essay plan. They should then spend some time gathering:
• the information they wish to include
• the vocabulary and structures in the target language they require to convey this information.
• Students should seek guidance from their EE supervisor and/or language teacher regarding the conventions for academic writing that are particular to the target language.

Analysis of primary and secondary sources

Students should be engaged with the analysis of primary and secondary sources.

Primary sources

This refers to original texts and can be any occurrence of “communicative language”.

• literary—eg books, book chapters, novels, essays, poems, stories, plays
• media—eg interviews, discussions, newspaper headlines, articles
• general—eg historical documents, speeches, advertising, theatre, informal conversations.

Secondary sources

This refers to a scholarly work written about the student’s primary source.

Secondary sources include books, journal articles, essays and reviews of the primary author’s work. They may also include writing about the author’s life, or the genre and techniques relevant to the student’s primary source(s).

Culture

If their topic is of a general cultural nature, students should focus on what makes the topic specific to the region, country or countries concerned.

Students can make comparisons with another culture if this helps to answer the research question. However, they must remain focused on the culture of their target language.

Use and analysis of texts

Students may choose to:

• analyse texts in a detailed literary fashion, or
• use literary texts as a means of exploring the target language or its culture and society.

Quantitative research methods

If students use questionnaires or present statistics, they must show that they:

• understand how the questions were constructed
• can explain the results.

The students must be able to analyse and interpret these results with direct reference to their topic. An example of any questionnaires or surveys used should be included as an appendix.

Photographs and illustrations

Students must label and explain any photographs and illustrations they include. They must also justify their use in relation to the topic.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are just for guidance.

Category 1—language

The essay should be a specific analysis of the language (its use, structure and so on), normally related to its cultural context or a specific text.

Category 2—culture and society

2(a): Essays of a socio-cultural nature about the impact of a cultural change on language

The essay should consist of a cultural analysis of the impact of a particular issue on the form or use of the language.

2(b): Essays of a general cultural nature based on specific cultural artifacts

The essay should be an analysis of a more general cultural nature but be specific to a country or community where the language is spoken. Topics that are too broad and could apply to many cultures (such as globalization, the death penalty or eating disorders) are inappropriate.

Essays of a general cultural nature must be based on specific cultural artifacts.

Category 3—literature

The essay should be an analysis of a literary type, based on a specific work or works of literature exclusively from the target language. In the case of a comparison of texts, all texts must originally have been written in the target language.

https://resources.ibo.org/dp/subject-group/Extended-essay-first-assessment-2018/resource

Choice of topic

The EE may be written on any topic that has a mathematical focus and it need not be confined to the theory of mathematics itself.

Students may choose mathematical topics from fields such as engineering, the sciences or the social sciences, as well as from mathematics itself.

Statistical analyses of experimental results taken from other subject areas are also acceptable, provided that they focus on the modelling process and discuss the limitations of the results; such essays should not include extensive non-mathematical detail.

A topic selected from the history of mathematics may also be appropriate, provided that a clear line of mathematical development is demonstrated. Concentration on the lives of, or personal rivalries between, mathematicians would be irrelevant and would not score highly on the assessment criteria.

It should be noted that the assessment criteria give credit for the nature of the investigation and for the extent that reasoned arguments are applied to an appropriate research question.

Students should avoid choosing a topic that gives rise to a trivial research question or one that is not sufficiently focused to allow appropriate treatment within the requirements of the EE.

Students will normally be expected either to extend their knowledge beyond that encountered in the Diploma Programme mathematics course they are studying or to apply techniques used in their mathematics course to modelling in an appropriately chosen topic.

However, it is very important to remember that it is an essay that is being written, not a research paper for a journal of advanced mathematics, and no result, however impressive, should be quoted without evidence of the student’s real understanding of it.

Examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

Whatever the title of the EE, students must apply good mathematical practice that is relevant to the chosen topic, including:

• data analysed using appropriate techniques
• arguments correctly reasoned
• situations modelled using correct methodology
• problems clearly stated and techniques at the correct level of sophistication applied to their solution.

Research methods

Students must be advised that mathematical research is a long-term and open-ended exploration of a set of related mathematical problems that are based on personal observations. The answers to these problems connect to and build upon each other over time.

Students’ research should be guided by analysis of primary and secondary sources.

A primary source for research in mathematics involves:

• data-gathering
• visualization
• abstraction
• conjecturing
• proof.

A secondary source of research refers to a comprehensive review of scholarly work, including books, journal articles or essays in an edited collection.

A literature review for mathematics might not be as extensive as in other subjects, but students are expected to demonstrate their knowledge and understanding of the mathematics they are using in the context of the broader discipline, for example how the mathematics they are using has been applied before, or in a different area to the one they are investigating.

Writing the essay

Throughout the EE students should communicate mathematically:

• describing their way of thinking
• writing definitions and conjectures
• using symbols, theorems, graphs and diagrams
• justifying their conclusions.

There must be sufficient explanation and commentary throughout the essay to ensure that the reader does not lose sight of its purpose in a mass of mathematical symbols, formulas and analysis.

The unique disciplines of mathematics must be respected throughout. Relevant graphs and diagrams are often important and should be incorporated in the body of the essay, not relegated to an appendix. However, lengthy printouts, tables of results and computer programs should not be allowed to interrupt the development of the essay, and should appear separately as footnotes or in an appendix. Proofs of key results may be included, but proofs of standard results should be either omitted or, if they illustrate an important point, included in an appendix.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Choice of topic

Researching and writing their EE allows students to gain a deeper understanding of music. A simple analysis of a piece of music is not enough. Students must also develop critical arguments with the aim of gaining deeper insights into, for example, musical contexts or theory.

Their choice of topic must therefore give them scope to do this.

Sources of ideas may include:

This list is not exhaustive, but is intended for guidance and inspiration.

• The Diploma Programme music course
• Performances or concerts
• Musical cultures students have encountered within their own experience
• Personal contact with composers or performers
• Direct involvement in the making of music
• Recordings (distributed in various forms)
• Other music that has a particular interest, emotional appeal or specific importance for the student

Examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

Musical analysis is the starting point of the investigation, but it is not sufficient for completing the essay successfully. Students are also expected to place their analysis in context:

• to relate their findings to the wider field of music and
• if possible, to add their own creative perspective.

Throughout the EE, their arguments must be supported by findings from their research.

At the beginning of the EE, students should:

• clearly state their research question
• outline their methodology for answering it.

Research methodology

Primary sources

Musical analysis is the starting point for the research and data collection. This may involve the study of a score or recording. Through their analysis, students identify musical elements and compositional devices and how these have been used.

Primary sources of information for students’ initial analysis include:

• recordings
• scores
• concerts
• observation
• interviews with performers
• questionnaires or surveys.

Students should also consider the “bigger” picture. Typical questions may start with “Why?”, for example:

• Why has the composer made specific musical decisions?
• Why are specific combinations more effective than others?
• Why does a piece of music work in one context but not in another?

Students may also want to discuss:

• performance conventions and interpretations of the piece
• influences on the piece or its genre
• the importance of the piece in its time.

Secondary sources

To inform their explanation and interpretation of their chosen piece of music, students should explore what others have said about:

• the piece of music itself
• its musical context or
• other music of the same genre and style.

Sources for this include:

• textbooks
• books about music
• academic music journals
• the internet.

The EE should not be based exclusively on material from textbooks, scripts or the internet.

When choosing their topic, students must ensure that they will have access to a sufficient range of relevant and appropriate sources. If it becomes clear at an early stage in the research that too few sources are available, students should change their topic.

Developing an argument

Ultimately, students’ analysis needs to lead them to formulate a reasoned argument. These questions may help them to do this:

• What are the conclusions and impacts of this investigation?
• What do the results and findings tell us about the field of music?
• What are the lessons learned from the musical analysis of this composition?
• How does it affect other musicians, or my composing and performing studies?

Their conclusion(s) should cover some or all of the following:

• what they have learned from their analysis
• how it fits into the field of research concerning the topic
• any shortcomings of the study and questions that arose but remain unanswered.

To further refine the focus of their topic, students can follow their topic and research question with a statement outlining the research approach they will take to answer it.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Choice of topic

The topic should be a challenge for the student without being over-specialized. It should use the knowledge gained in the physics course to answer a research question that goes beyond the course content. The question must not be trivial in nature.

Inappropriate topics

Topics that require theory that is beyond the grasp of the student should be discouraged. Students should avoid broad or complex topics beyond the scope of the EE, such as investigations into quantum computers or black holes.

Examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

Methods of approach

Students can choose to answer their research question with an essay based solely on theory or one based on data and theory.

If their essay is data based, students can choose to collect their own primary data or use secondary data that has already been collected elsewhere.

Students should consider the reliability of both primary and secondary sources at the start of the planning stage. Students must critically evaluate secondary data and the design of the experiment(s) by which they were collected with the same care that they would their own.

Importance of theory

Every EE in physics will involve applying relevant theory to the topic selected. Students must ground any experimental work in good background research from existing sources of information.

Before embarking on experimental work, students must first ensure that there is scope to explore and model the physics that underpins it. A purely empirical investigation that relates a number of variables in the absence of any theoretical foundation is never satisfactory.

For example, in an investigation relating the index of refraction of a salt solution to its concentration, the student must model the physics relating the index to the concentration.

Using secondary data

Students using data collected elsewhere can access all the assessment criteria and achieve the highest marks. For example, they can obtain astronomical data from databases and manipulate it in order to contribute to a research question that looks for the evidence of extrasolar planets.

Ideally, students will manipulate or analyse this secondary data in an original way. Essays that simply restate facts or data taken directly from the sources are of little value. The element of personal analysis and evaluation is extremely important.

Collecting primary data

Students should choose experiments that do not require extensive lengths of time for the construction of apparatus. Highly sophisticated instruments are rarely required and can hinder the understanding of a phenomenon. Some of the best EEs have been written by students investigating relatively simple phenomena using standard school apparatus, and this approach is to be encouraged.

Students must give a clear and concise description of their experimental procedure so that it can be repeated by others. This will normally involve clearly annotated scientific diagrams. Exhaustive lists of equipment and detailed descriptions of procedures should be avoided.

Theoretical essays

Theoretical essays offer students the challenge of exploring existing material in a new way. This may mean applying the theories and techniques of physics to an unconventional area.

Students may be tempted to incorporate mathematics or computer science, but they must ensure that the focus of the analysis and evaluation is on the discipline of physics.

Where computer programs are used and analysed from a physics perspective, they should be placed in the appendix. Each line of code of a program fragment included in the body of the essay will count as two words towards the word limit.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Treatment of the topic

The EE’s emphasis should always be on:

• written analysis, interpretation, evaluation
• the construction and development of a sound argument.

Research plan and methodology

When they have established their topic and research question, students should then make a research plan. The plan should be flexible enough to allow them to explore their topic in a creative manner. Students should not be afraid to take risks during the research process: originality is encouraged, as is using a variety of research models.

It is vital that students’ methodology:

• is tailored to the research question
• allows for an in-depth exploration.

Their personal involvement in the EE is also crucial.

Sources

Students are encouraged to use both primary and secondary sources.

Primary sources

Primary sources of information can include:

• play texts
• productions of plays
• sketches, drawings, pictures, plans, photographs
• reviews of a landmark production
• interviews with playwrights, directors, actors, etc
• drama workshops or exercises
• audio or video recordings.

Audio and video recordings or hyperlinks to videos online cannot be submitted as part of the EE. If students include visual material within the EE, it should further or illustrate their argument rather than be merely decorative. See Use of illustrative material, criterion D

Secondary sources

A good essay will always include a bibliography of high-quality research sources. These give students scope for the in-depth analysis that characterizes the best pieces of work.

Their reading will enable them to:

• establish the wider theatrical context for their research question early in the essay
• support their argument throughout the essay.

Secondary sources of information can include:

• textbooks
• books
• academic journals
• magazines
• the internet

Students should not rely exclusively on textbooks and websites for their secondary sources—they must read more widely.

Relationship between theory and practice

Students can choose to undertake practical, applied research, but it is not a requirement.

Students can choose to base their EE exclusively on their reading and explore a topic at a purely theoretical level. However, their EE must connect the theory with theatrical practice. The research outcome should always include a practical dimension.

Students should avoid taking a narrow literary approach. For example, an essay exploring the use of fans in Restoration comedy must include a discussion of how a particular production interpreted the convention.

The title of the essay should clearly indicate its main aims and objectives.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Choice of topic

The EE topic may relate to an area of the Diploma Programme visual arts course, but students can also choose to explore other areas of the subject. Crucially, the topic must reflect their particular interest and enthusiasm within the visual arts.

Sources of ideas may include:

• the student’s own art-making processes and resolved pieces
• the student’s visual arts journal.

Topics to avoid

• A topic that a student can answer by summarizing general secondary sources, such as universal art history textbooks and encyclopedias.
• A topic that is likely to lead to an EE that is essentially narrative or descriptive in nature, such as one that covers many aspects of art history or particularly long periods of time.
• Biographical studies of artists—unless they address a specific research question so that the student can arrive at a particular, and preferably personal, conclusion.

Visual arts and other subjects

The topic must relate directly to the visual arts. Students may find that they need to submit their essay under another subject. For example:

• Essays on “green” architecture that focus on technology rather than esthetic considerations would be better submitted under environmental systems and societies.
• Essays about film that do not focus on the visual aspects probably belong under film studies.

Examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

Once they have their research question, students should make a research plan. The plan should be flexible enough to allow the students to explore the topic in a creative manner. They should not be afraid to take risks throughout the research process: originality is encouraged, as is the use of a number of different research models.

It is vital that the methodology of the EE is tailored to the research question and allows for an in-depth exploration.

Many different approaches to the research question can be appropriate, for instance:

• use of primary sources (artworks and artists) and secondary sources (material about the visual arts) in order to establish and appraise varying interpretations
• analysing secondary sources in order to explore and explain particular aspects of the visual arts
• using primary source material for analysis, with emphasis on a particular aspect of visual arts
• collecting and analysing reproductions of artworks, possibly leading to a comparison of similar or different images.

Students should also demonstrate awareness of other issues surrounding the artworks studied.

• Do I show an awareness of the value and limitations of the art I am studying through analysing its origin and purpose?
• Do I show a consistently good artistic understanding in setting the research question into context and addressing it fully and effectively?

Relevant outcomes of this analysis should be integrated into a well-substantiated argument.

• With what evidence do I support my comments and conclusions?
• Is this evidence relevant and well founded, and not based simply on my preconceptions?

The emphasis of the EE should always be on written analysis, interpretation, evaluation and the construction and development of a sound argument.

Visual reference material

The inclusion and discussion of appropriate visual reference material is mandatory. Such material must, however, be directly supportive of, and relevant to, the analysis or argument. Images should be appropriately presented and acknowledged and should appear in the body of the essay, as close as possible to the first reference.

In order to promote personal involvement in the EE, the use of local and primary sources should be encouraged wherever possible. Where students do not have access to primary sources they may rely on high-quality reproductions or images of sources.

Students are expected to evaluate critically the resources consulted during the process of writing the EE by asking themselves the following questions.

• Which sources are vital to the support of my ideas, opinions and assertions?
• Which sources do not contribute to the analysis?

Finally, an EE in visual arts is a formal essay, so students must pay careful attention to the requirements of the assessment criteria. Frequent reference to the assessment criteria by both the supervisor and the student will help keep a sharper focus on the project.

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Choice of topic

Many topics are potentially suitable for a world studies EE. The chosen topic must:

• address an issue of global significance
• invite an interdisciplinary approach.

The most successful topics reveal connections between specific or local places, people, phenomena or experiences and the larger global framework in which they take place.

Topics must invite a critical examination of the issue in light of relevant theories, methods and arguments in two subjects.

When choosing a topic, students should remember that it must encourage analysis and evaluation rather than description, unsupported generalizations and value judgments.

Examples of topics

These examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).

Treatment of the topic

Students should craft a specific research question that is:

• interesting to them
• challenging
• sufficiently narrow to allow them to examine an issue in depth
• manageable within 4,000 words.

The question should also require the student to collect or generate information and/or data for analysis and evaluation.

Local case study

The local case study can have a number of functions:

• It may illustrate a local manifestation of the issues of global importance.
• It may offer an opportunity to explore the complexities of the issue in a manageable way.
• It may document “best practices” and offer lessons beyond the local focus.

Occasionally, students may choose to compare two local manifestations or examples from different contexts.

Subject knowledge

It is expected that students will have a good grounding in at least one of the Diploma Programme subjects used in the EE.

If they are unfamiliar with a discipline used, they must access its syllabus so that they can identify the concepts, terminology and modes of thinking required for their EE. (Many IB syllabuses contain lists of key concepts.)

Important note on using studies in language and literature or language acquisition

If a student wishes to use studies in language and literature or language acquisition as one of the subject areas to explore their contemporary global issue then this should be done from either the perspective of literature or language. When indicating which subjects have been used, students only need to indicate: literature and psychology or language and film.

Given that world studies extended essays may only be submitted in English, French or Spanish if a student wishes to use language as one of their disciplines for exploring a global issue then they must do so in the context of how the language may affect an understanding of that global issue. For example, they may be interested in exploring attitudes to refugees in Germany and choose to examine how the German language may influence perceptions using newspaper reports, etc. The essay however, will be written in English.

The student’s supervisor should be qualified to give advice in at least one of the subjects used by the student. If other subjects are touched upon in the essay and there are appropriate specialists available in the school, students are encouraged to consult them about research, concepts and approaches.

However, each student must only have one main supervisor who takes on the role as outlined in the introduction to this guide.

Researcher’s reflection space

The researcher’s reflection space (RRS) is strongly recommended as part of the world studies EE process. It provides a space for candid reflection on the issue being studied and how it relates to a student’s own world view, values and aspirations as global citizens.

The RRS gives students an opportunity to reflect on their work and its progress and reversals in personally meaningful ways. It can take the form of a notebook or a blog.

It is created by students to:

• record notes on their readings
• gather topic-related media clips
• paste selected and marked readings
• reflect upon interviews, data and emerging findings.

Most importantly, it is a space where students can reflect candidly upon their own views and lifestyles, feelings, values, aspirations and commitments as global citizens in relation to the topic under study.

The world studies EE offers an opportunity for students to develop their global consciousness. The RRS is the place where particular moments of such development are documented, enabling students to reflect upon and deepen their personal connections to the problems under study and gain an insight into whether, or how, learning about contemporary world issues informs their values, beliefs or commitments in this key phase of their lives. The best examples of RRS exhibit students’ ongoing realization and reflection upon who they are as local, regional and global actors.

The RRS is a document for the student. Students may choose to share a section of the space with their teachers in preparation for a meeting. Supervisors may assign focused reflection tasks for students to include in their space but, fundamentally, this is a student-led space to be owned by the students.

It is intended that a well-planned RRS should arise naturally out of the research process and should not involve any extra work.

Before providing examples of typical world studies EE layouts for guidance, it is worth considering some pitfalls to avoid. These include essays that:

• rely on basic information from the internet and everyday common sense rather than employing concepts, theories and findings from Diploma Programme subjects
• merely juxtapose theories, methods and findings from different subjects without any attempt to show how they come together to address the topic in a new or compelling way
• do not make clear the underlying Diploma Programme subjects or justify the subjects chosen
• do not give a strong sense of why the inquiry is important and how it links with a global issue but merely offer a description of the problem under study
• define the problem too broadly, given the 4,000-word limit for the essay, and therefore offer a superficial account.

The examples of world studies EEs below are intended as guidance only. They illustrate that multifaceted questions should be encouraged rather than broad ones.

In each case the essay title provides a sharp focus on an issue of global significance. The research question further articulates the focus of the study.