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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

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2016-2017 IB Extended Essay: Sample IB EE's

• Workshop 1: Getting started
• Workshop 2: EE Options
• Workshop 3: Selecting a topic
• Workshop 4:Research Questions
• Workshop 5: Supervisors and Reflections
• Finding Books & Ebooks
• Primary Sources
• Citation Guide
• Subject guidance
• Sample IB EE's
• Biology (2018 new rubric)
• Biology Light Intensity
• Does Age Have an Effect on Short-term Memory of 6 to 18 Year Old Students?

Chemistry: 

• Chemistry 1
• What are the Alternative Fuels for the Depleting Fossil Fuels and which is the Best Fuel in Accordance with the Energy Output?
• A Copper Ions
• Chemistry 3

Design Technology

• Does Hull Trim and Balance Affect the Speed of a Boat?

Individuals & Society:

• Market Form of the Retail Petroleum Supply Industry in Parklands
• Economics 1
• Economics 2
• Economics 3

I have an exemplar but the file is too big to upload.  If you are interested in this topic I can share the essay with you.

• Geography 2
• History EE (2018 new rubric)
• To What Extent was the Establishment of the State of Israel in Palestine in 1948, Influenced by Theodor Herzl?

Information Technology in a Global Society

• Philosophy 1
• Philosophy 2
• Philosophy 3
• Philosophy 4
• Psychology EE (2018 new rubric)
• Applied Behavior Analysis and Early Intervention: The Extent of Recovery from Autism
• Psychology 1
• Psychology 2
• Psychology 3

Social & Cultural Anthropology

• Social & Cultural Anthropology 1
• Social & Cultural Anthropology 2

World Religions

• To What Extent do the Core Scriptural Teachings of Sikhism Permit them to Marry Outside of the Religion?
• World Religions 1
• World Religions 2

Language Acquisition:

• French: Les Liaisons Dangereuses

Literature & Language 

•   Journeys in the Inferno and The Wonderful Wizard of Oz   
•   Toni Morrison 

Math: 

•   Cryptography and Rubik's Cube: An Investigative Analysis   
•   Pascal's Triangle 

Visual Arts: 

•   How Does the work of Yinka Shonibare Illustrate the Changing Role of African Art in a Global Society? 
• Ballet's Accessibility and Costumes Affecting Society's View of the Art Form
• Visual Arts 1
• Visual Arts 4

Interdisciplinary Essays:

Environmental Systems & Societies

• ESS Extended Essay (2018 new rubric)

World Studies

• World Studies EE History, Economics, & Politics  (2018 new rubric)
• Does the Production of Dairy and Meat from Dairy Cows in the United States affect the Environment and Well Being of Animals and Humans?
• << Previous: Subject guidance
• Last Updated: Apr 11, 2024 3:30 PM
• URL: https://lewishs-fcps.libguides.com/IBExtendedEssay

Extended essay

The extended essay is an independent, self-directed piece of research, finishing with a 4,000-word paper.

One component of the International Baccalaureate® (IB) Diploma Programme (DP) core, the extended essay is mandatory for all students.

Read about the extended essay  in greater detail.

You can also read about how the IB sets deadlines for the extended essay , find examples of extended essay titles from previous DP students and learn about the world studies extended essay .

Learn more about the extended essay in a DP workshop for teachers . 

DP subject briefs

Find out about what each subject offers within the Diploma Programme (DP).

Our DP subject briefs—for both standard and higher level—contain information about core requirements, aims and assessment.

• Explore the DP subject briefs

Guide to the IB Extended Essay in 2024

January 24, 2024

If you’re an International Baccalaureate student getting ready to write your IB Extended Essay, you might be experiencing some very understandable trepidation. But have no fear—we’re here to help you understand what’s required of you, how to plan ahead (IB extended essay topics), and how you’ll be graded (IB extended essay rubric). Keep reading for a good dose of preparation and confidence before you begin the journey. In this article, we’ll cover:

What is the IB Extended Essay?

The ib extended essay—required content, ib extended essay topics.

IB Extended Essay—Sample Essays

IB Extended Essay Tips

Ib extended essay rubric, ib extended essay—more resources.

The IB Extended Essay is a 4,000-word paper that asks you to immerse yourself in research and academic writing. A required part of the IB program, the Extended Essay is a chance to dig deep into a topic that fascinates you.

Although it’s no small task, the IB Extended Essay is an opportunity to gain practical research and writing skills that will come in handy again in college. As you write, you’ll learn how to:

• Identify credible sources
• Formulate a research question and limit your scope of research
• Communicate ideas to an audience
• Develop a well-supported argument

The IB Extended Essay is largely an independent, self-directed project, but don’t worry—the IB program doesn’t throw you into the deep end. You do get to select a mentor (usually a teacher at your school) to help guide you through the process. As you write, you’ll be required to meet with your mentor three times. As part of your final evaluation, your mentor will interview you in a final reflection section called a viva voce . During the viva voce, your mentor will check for plagiarism and malpractice, ask you to reflect on challenges and difficulties, and prompt you to discuss what you’ve learned through the research and writing process. Your mentor will then generate a report that factors into your final grade.

Your final essay must include the following:

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

For this essay, it will be up to you to generate a topic; the International Baccalaureate does not provide prompts. However, your essay will need to fit within one of six provided subject areas . You’ll choose from the following list of IB Extended Essay Topics:

• Language and literature
• Language acquisition
• Individuals and societies
• Mathematics

IB Extended Essay Topics (Continued)

At a glance, the subject areas might look limited, but the topics you can choose to write about are actually wide-ranging. The “Individuals and societies” category includes social science topics like economics, history, world religions, and philosophy. And, if you’re leaning toward “Science,” you can choose from classic subjects such as biology, chemistry, and physics, or related topics like environmental systems or health science, among others.

The IB also offers a special “World Studies” option for students interested in researching global issues. This subject would allow you to center your writing on global issues such as migration, global health, cultural exchange, or climate change.

Wondering what an outstanding IB Extended Essay looks like? The International Baccalaureate provides quite a few sample student essays online . Here are five essays that earned A grades.

Language and literature: An exploration of an aspect of the narrative voice in Vladimir Nabokov’s Lolita

Environmental Systems and Societies: The economic impact of the 1995 reintroduction of grey wolves to Yellowstone National Park

Psychology: To what extent do social networking sites (SNS) usage lead to experience of anxiety in adolescents?

Music: Composition techniques in the 1st movement of Johannes Brahms’s Symphony No. 2, Op. 73

Business Management: Corporate Culture at Oracle

1) Pick something you’re passionate about

As you can see from the titles above, the IB Extended Essay is a great place to delve into a niche topic that fascinates you. Since you’ll be spending many months on this essay, you’ll want to pick a topic you genuinely enjoy spending time learning about. It’s also smart to choose something you’ve already learned about in your IB classes so that you have a strong foundation of knowledge to start with. In music class, do you love pondering why music makes us feel a certain way? Maybe an essay about music theory will keep your gears turning. Do you come alive trying to solve seemingly impossible problems in physics class? Now’s your chance to put those equations into action.

Since this essay is all about your academic interests, it’s also a good idea to pick a topic that’s relevant to what you plan to study in college. Selecting a relevant topic will provide you with significant exposure to the field and will also give you something meaningful to talk about in your college admissions essays.

2) Limit your scope

What’s the meaning of life? Why do wars happen? What is time? Some questions are just way too big to answer, and your IB Extended Essay is not a good place to tackle expansive, philosophical questions. Instead, think of this essay as a place to investigate one piece of a big question. If, let’s say, you’re generally interested in what helps women reach positions of leadership in business, this is a good place to examine how one or a few companies approach this issue. Or, if you’re interested in studying what inspires surrealist painters, you’ll want to pick one or a few painters to research, likely all from the same time period. For both these topics, you’d need a whole textbook to tackle the full question, but limiting your scope will make it much easier to write a clear and cohesive 4,000 words.

On the other hand, it’s possible to narrow your focus too much. It would be impossible, for example, to write 4,000 words about a single sentence in a novel. Make sure you talk about scope early and often with your mentor. Together, you can find the perfect Goldilocks scope for your project that’s not too big and not too small.

3) Choose a good mentor

Speaking of mentors, choosing wisely will help you enormously as you embark on your IB Extended Essay. You’ll want to make sure you choose someone with existing knowledge in your research topic. Your English teacher may be able to give you great writing advice, for example, but they won’t be able to guide your research and scope if you’re writing about marine animals or modern dance.

Before you approach a teacher, make sure you have at least one topic idea (or even a few ideas) in mind so that you can make sure they’ll be a good fit to supervise your project. When you meet with them, find out what their mentorship style is like. Make sure they’ll have time to read several drafts of your essays, meet with you a few times, and give you feedback. Some IB schools will require your IB Extended Essay mentor to sign an agreement form too, so make sure you find out what paperwork is required in advance.

4) Get organized, way organized

The IB Extended Essay is not something you can crank out the night before it’s due. The essay is meant to be a substantive, in-depth, thoughtful, and thoroughly researched analysis, and Rome simply isn’t built in a day. This might be the longest paper you’ve written to date, and this project might require more research than you’ve been asked to do before. Timelines vary by school, but you’ll likely spend between eight months and a year working on your IB Extended Essay. So, how will you pull it all off? For these 8-12 months, organization will be your guiding light. We recommend you:

• Get started early. If your essay is due November of your senior year, start generating topic ideas during your junior year right after winter break.
• Create a long-view schedule for yourself. What will you accomplish each month of your process?
• Give yourself deadlines. Once you choose a mentor, suggest 2-3 draft deadline dates so that you will be held accountable throughout the writing process.
• Find a note-taking system that works for you. You’ll be reading many articles and books and it’s hard to keep track of all your sources. Create a document or spreadsheet where you keep track of the sources you’ve found and check them off as you read. As you finish reading a text, type up important quotes and a few notes explaining how it connects to your topic and to your other texts.

5)Write a messy first draft

Writing never comes out perfect the first time, even for New York Times bestselling authors and the most experienced researchers. In your first draft, give yourself permission to get all your thoughts out, no matter how unstructured or rambling they are. Call this your brainstorming draft. When you’re ready to revisit it, see what patterns emerge, what common ideas you can group together, what beginning buds of ideas you can make bloom into full-fledged analysis.

6) Communicate for an audience

When you’re used to producing writing that only your teacher reads, it can be hard to remember to write for an audience. But at the end of the day, writing is communication , and the best writing is clear and thorough communication that anyone could pick up and read. For your IB Extended Essay, you’ll want to remember that many people will be reading your final essay, and not all of them will be experts in the niche topic you choose to study. Ask yourself: how can I explain my research to an audience who doesn’t already agree with my analysis?

To communicate to an audience, you’ll want to:

• Provide lots of general background information on your topic.
• Don’t assume your reader is familiar with your sources. Introduce them as if they’re guest speakers about to walk up to a podium and deliver a lecture.
• After including quotes, facts, and figures, be sure to explain what those sources mean in your own words and how they connect to your bigger-picture argument.
• Don’t assume your arguments are self-evident. In this essay, communicating for an audience means supplying ongoing interpretation and analysis, even if it feels like you’re explaining the obvious. Your reader isn’t on your research journey with you, so your points might not be so obvious to your reader.

Although your IB Extended Essay provides a report that factors into your grade, your essay will also be assessed by external examiners the IB. Per the IB Extended Essay Rubric , essays are graded on a scale from 0 to 34 based on 5 different criteria:

• 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)

As you can see, Critical Thinking is the most significant rubric category. This means that the IB wants to see you arrive at your own unique analysis of your topic, drawing connections between sources and data, and making well-supported arguments. This means they want a lot of you: your ideas, your interpretations, your thoughts. Make sure you emphasize that in your essay, but of course don’t forget the other categories.

The score a student receives corresponds to a letter grade scale that is slightly different than what we’re accustomed to in the U.S. Here’s the letter grade to numerical score breakdown:

You must earn a D or higher to receive your IB Diploma. To learn more about the different criteria included in the IB Extended Essay Rubric, you can explore the IB’s full guide to the Extended Essay .

We hope you found our look at the IB extended essay rubric and IB extended essay topics to be helpful. Ready to dive into research? You may want to read our 10 Expert Tips for Improving Reading Comprehension before you hit the books.

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Christina Wood

Christina Wood holds a BA in Literature & Writing from UC San Diego, an MFA in Creative Writing from Washington University in St. Louis, and is currently a Doctoral Candidate in English at the University of Georgia, where she teaches creative writing and first-year composition courses. Christina has published fiction and nonfiction in numerous publications, including The Paris Review , McSweeney’s , Granta , Virginia Quarterly Review , The Sewanee Review , Mississippi Review , and Puerto del Sol , among others. Her story “The Astronaut” won the 2018 Shirley Jackson Award for short fiction and received a “Distinguished Stories” mention in the 2019 Best American Short Stories anthology.

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IB Extended Essay (EE)

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Excellent extended essays - psychology, find example excellent essays, click on the subjects to browse the list of excellent extended essays..

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Extended Essay: Individuals & Societies: Psychology

• Step 1 - Choosing a Subject
• Step 2 - Choosing a Topic
• Step 3 - Draft a Research Question
• Step 4 - Finding Sources
• Step 5 - Evaluating Information
• Step 6 - Bibliography & Citation
• Step 7 - Organizing Information
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• Assessment Criteria
• Research Questions
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Extended Essays in Psychology

Choosing a Topic

Establishing a subtopic of Psychology will be very important for students narrowing their topics.

If a student is interested in stress, they may then narrow this to the topic of stress within commercial aviation. Many large commercial airlines employ psychologists to investigate pilot performance and factors such as stress or emergency management. The student’s research question could be: “To what extent does airline pilot stress affect airline safety standards?”

Students must ensure that enough relevant and appropriate resources are available for them to conduct their research. They should investigate this at the start of their planning process.

The research question should require the construction of a systematically structured and fully supported argument in the development of an informed conclusion.

Approaches to Research

Research in Psychology

Psychology Sources

Writing the Essay

To develop a well-rounded understanding of their topic, students should carefully evaluate any research they cite. The essay should offer a balanced argument in response to the research question.

Students should demonstrate critical awareness and understanding of the material they use. They should analyze rather than simply describe. They need to apply what they have read to the research question rather than report the information.

A Psychology EE should allow students to recognize that the content and methodologies are wide ranging and require students to critically evaluate the choices they make with regard to methodologies. An EE in psychology should demonstrate such understanding.

Students can address cultural, ethical, gender and methodological considerations potentially affecting how a particular study or theory interprets behavior. Comparative analysis may also be a useful evaluative strategy.

Assessed Student Work

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Extended Essay

It is the advice of the IB that only students who are studying psychology write their extended essays in the subject.  You will see that psychology has a high failure rate compared to other subjects - and one of the reasons is the high number of students who write essays in the subject although they have never studied it.

This section will take you through the writing process and give you tips for writing a strong essay.

Selected Pages

World Studies: Approaches

The following page gives examples of World Studies essays that have been successful with a psychological approach. The actual...

World Studies Essays

The extended essay in psychology is a review of literature focused on a specific question. For many students, this may be...

World Studies: Criterion C

Criterion C assesses you on your critical thinking. The criterion assesses how you conducted your research, the analysis...

World Studies: Criterion B

Criterion B assesses "Knowledge and understanding." This includes your knowledge of the general topic, the different subjects...

World Studies: Criterion A

Criterion A is marked based on the formulation of the research question, identification of the global issue and its local...

Developing a research question

As with all extended essays, choosing an appropriate topic and constructing a focused, well-worded question is essential...

Extended Essay

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Psychology Sample A

Psychology sample b, psychology sample c.

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Extended Essay Examples: Psychology

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IB Extended Essay: Research Questions

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Command terms are the key terms and phrases used in examination questions. 

See the lists below for the terms and definitions for each IB subject

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Sample research questions

Source: IBO.org

Question Starters

Source: Oxford Course Companion, p.17

Research Questions: Class of 2020

Visual Arts: To what extent are the developments in American military aircraft nose designs from World War 2, Vietnam War and Gulf War more connected to individual crew preference than to the visual culture of America, 1940 - 1990?

English A: To what extent does William Shakespeare employ Elizabethan elements in Romeo and Juliet to build towards the eventual tragedy?

English A: To what extent did news media outlets, specifically CNN and Fox News, use different reporting methods to portray the candidates in the 2016 United States presidential election?

English A: How do aspects of real-life societies inform and shape A Clockwork Orange and The Handmaid’s Tale?

English A: How were African Americans portrayed in American sitcoms from 1980 to 2000?

English B: To what extent does 'The Fault in Our Stars' by John Green reflect 'The Hero's Journey'?

English B: To what extent does social media influence or have an effect on the english language usage?

English B: To what extent does the usage of AAVE affect an individual’s social status and mobility?

English B: To what extent does the development of the Super Bowl mirror specific aspects of American cultural, social, and economic trends?

Psychology: To what extent is the phenomenon of Karoshi, the overworking of office workers in Southeast Asia, interconnected with symptoms of depression?

Psychology: To What Extent is Cognitive Behavioral Therapy, as an addition to traditional pharmacotherapy necessary for the successful treatment of Schizophrenia?

Psychology: To what extent is Δ9-THC an effective antidepressant that can be used to treat patients with depression?

Chinese B: 论新时代网络语言对现代汉语有何种影响？

Chinese B: 中国嘻哈歌手如何运用歌词传播中华文化？How do Chinese Hip-hop Artists Promote Chinese Culture through Lyrics?

Economics: To what extent have increases in rental prices (2017-2018) shrunken the market for Korean restaurants in Chegongmiao, Shenzhen?

Economics: How does President Moon's minimum wage policy affect convenience store market in Seocho 1-dong, South Korea?

Business: To What Extent Does the WeChat Application in Tencent's Business Model Play a Role in its Success?

Business: To what extent has Samsung's acquisition of Harman Kardon helped in increasing revenue and access to new markets?

Research Questions: Class of 2019

World Studies (Biology & Economics): How does mountain gorilla (Gorilla beringei beringei) ecotourism support and strengthen local economies while ensuring the mountain gorillas’ health and survival?

English A, Category 3: How are skincare companies like: Neutrogena, Nivea, and Dove promoting white supremacy?

English B, Category 2B: To what extent do the changes in Cersei’s and Daenerys’s character development in the HBO series Game of Thrones show they are ultimately both motivated for and by power?

Visual Arts: To what extent did visual qualities in Coco Chanel’s Little Black Dress 1913, influence black dresses created by Chinese fashion designer Vivienne Tam and haute couture designer Yiqing Yin in regards to development in visual elements and societal acceptances in the 21st century?

Business Management: “To what extent was Apple Inc.’s acquisition of Beats Electronics, LLC an effective growth strategy?”

Math, Group 5: Investigating the Korean MERS outbreak using the SEIR model: How would hypothetical diseases be simulated if variables of the SEIR model were to be altered?

Business Management : To what extent has the benefits offered by Shekou International School helped them retain staff?

Economics: To what extent has the subsidy that was introduced in 2016 for hybrid electric vehicles led to a rise in demand for domestic car producers in Baden Württemberg?

Chemistry: How does the addition of salt (NaCl) which modifies the salinity affects the interfacial tension and stability of oil-in-water emulsion?

World Studies (History & Literature): What aspects of the anti-vaccination movement, and “The Crucible” relate to mass hysteria during the Salem Witch Trials?

Psychology: To What Extent Do Behavioural Addictions Fit The Criteria for ‘The Disease Model of Addiction’?

World Studies (Economics & Politics): To what extent has the political decision to host the 2016 Olympic Games in Rio de Janeiro affected Brazils’ economy and the financial welfare of its citizens?

Physics: To what extent does the volume of water affect the altitude gained by adding a constant pressure?

Psychology: To what extent are sociocultural and biological factors major causes of elderly people’s depressive behavior?

World Studies (History & Economics): To what extent did the LGBTQ community contribute to making attractive neighborhoods in the US and why are they pushed to leave them now?

Economics: To what extent is the cafe market in Shekou, Shenzhen, monopolistically competitive?

Economics: “Which is the most important factor that changes the real estate price rate in Magok-dong, Gangseo-gu, Seoul Korea?”

Business Management: To what extent has McDonald’s marketing strategies played a major role in becoming a prominent fast-food company in Korea?

World Studies (Physics & Geography): To What Extent is the Design of the Standard Houses that Gawak Kalinga Builds Able to Withstand the Seismic Hazards Present in Manila?

World Studies (Economics & Music): To what extent is electronic music’s economy expanding?

Visual Arts: To what extent did artistic influences and material sources impact the chair designs of Gerrit Thomas Rietveld Zig-Zag (1934), Verner Panton Panton S (1956), and Tom Dixon, Capellini, S Chair (1991)?

Business Management: To what extent has Apple Inc.’s prioritization of product innovation and advertising led to sales of iPhone X?

World Studies (Psychology & Geography): How do the combined effects of Socioeconomic Status and Diabetes increase prevalences of Alzheimer’s Disease in different regions within China (PRC)?

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“Is this a good EE question?”

Travis Dixon June 15, 2017 Assessment (IB) , Extended Essay

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There’s only way way we should be answering this question, in my opinion. And the answer should always be… “Well, it depends.”

Let’s first assume that the question in question addresses some kind of relationship between one or more variables and individual human behaviour (or mental processes). If it does this, it’s suitable for psychology. If not, it needs amending. About 10% of “Is this a good EE question” questions are based on a blurring of boundaries between subjects, like psychology, sociology or anthropology. I’m always seeing excellent feedback and guidance given to these sorts of questions.

In this post, however, I’d like to focus on the >90% of the questions that are asked because there’s a concern that the student’s question is too broad or vague.

Whenever someone asks me, “is this is a good research question,” my reply is always, “Well, it depends. Where are they in the research process? ”

The core argument I’m going to put forward in this post is that in the early stages of a student’s EE research, we should absolutely be allowing broad, vague and general questions. If they are still broad and vague by the end of the process, well that’s a different story. But I’d hazard a guess that nearly every “is this a good EE question” question is being asked when the student is just starting out, hence the supervisor (or student) is seeking feedback before approving the question (or starting the process).

And I’m not saying don’t ask the question or seek help from colleagues. Teachers asking about EE questions are doing so because they’re conscientious and want what’s best for their students, and this is commendable. And I’m not trying to belittle the feedback given. We all thrive off of the support from one another, and I think the IB Psychology community is very supportive and we should keep this up. But what I’m hoping is that after hearing my thought-processes and rationales behind green-lighting vague and general research questions for students (at the beginning of their research), our collective feedback and guidance can become much better. Better for fellow teachers, and thus better for our students. Because I feel as a community we’re expending too much effort worrying about the research question , and not enough time talking about the research process , or even the final product.

The EE process is about sculpting – taking a chunky topic and refining it into a well-written and focused question that encompasses the core arguments put forward in the essay. But this is an evolutionary process that takes time and effort by the student. The essay itself is also a process of sculpture, from taking big chunks of research and turning them into a refined, carefully crafted and dare I say, even beautiful piece of work. (image from bigstockphoto.com)

Is it a good question? It always depends on where they’re at in the research process!

Let’s remember that when students select their EE topic they’re in their first year of studying psychology and they’re novices. They haven’t been through the rigorous and academically demanding IB Psychology course and they’re only starting out. So they don’t have  a wealth of subject knowledge upon which to draw in order to ask focused and specific questions about the relationship/s between specific variables and specific behaviours. All they have is a general area of interest.

Couple this with the fact that they are encouraged to pursue research topics that extend well-beyond what they’re doing in the course, and we can see that students are somewhat out of their depth. How can we realistically expect them to ask questions about the way specific variables influence specific human behaviours if they don’t know what these variables or behaviours are in the first place!?

Let’s look at an example of a question that was asked recently:

“ “To what extent is IQ (testing) a reliable way of measuring intelligence?”

Now the well-meaning feedback from supportive teachers was along the same lines that it always is, “it’s too broad and needs to be focused.”

The response should have been, I think… “Well, it depends. Where are they at in the research process?” If the answer to that question is, “they’ve done all their research and now they’re doing the write-up,” then yes, perhaps it’s too broad to be effective. But then again, they would only be able to narrow it down to a specific type of test or a specific type of intelligence if they discovered that and knew about it from their research! If they haven’t got detailed knowledge, they can’t ask detailed questions.

What’s more likely is that this question is from a student who is just starting out in their research. And in that case, let’s put ourselves in their shoes for a moment and see the world from their perspective. They’ve asked this question because they’re interested in the topic, but they’ve probably got no idea about different types of intelligence, or that there are multiple ways of testing it. All they know is that IQ tests are used to test intelligence and they’re not sure that’s reliable, so they want to investigate it. That to me, is commendable and they should be allowed to go for it.

If they haven’t got detailed knowledge, they can’t ask detailed questions.

So I’d give this kid the green light! And if there is a concern that it’s too broad, the green light can come with this proviso. Perhaps some feedback along the lines of, “Sounds like an interesting topic. As you’re doing your research, though, be mindful of ways you can focus your question a little bit. Maybe by finding a particular type of intelligence that’s measured, or a particular type of test. But for now, go and get stuck in and see what you come up with.” We might even prompt them with some possible things to look at, but we definitely shouldn’t be messing with their question, I don’t think. That’s up to them.

Because research is a journey of academic discovery and intellectual enlightenment. If we’re the ones as supervisors who cut down on the possible paths a student might explore, sure they’ll get to their end goal faster and probably more efficiently, but will they be richer for having done so? Conducting research is about staring into a dense jungle of clusters of information, varying sources, and different resources. It’s about the frustration of getting lost in a tangle of abstracts, abstract terms and rabbit holes of conflicting facts and nearly drowning in swamps of information. It’s about taking copious notes and wrangling with the questions “Where the hell am I going with this?” and “What am I doing?” “What does this mean?” But it’s also about the thrill and excitement that comes with slowly striking one’s way through this tangle, being able to find the connecting paths and coming through the other side battered, but more knowledgeable. But this joy and excitement that accompanies academic exploration and discovery will only come if it’s been an organic process that the student has taken control of.

We simply cannot expect students to have focused questions about topics they haven’t yet researched!

The extended essay is the best opportunity the IB provides for DP students to conduct extensive inquiry-based investigations on topics of their choice . To eliminate the possible paths they may go on too early in their process because we can see that the question is too broad, is to deprive them of a potentially enriching experience, personally, academically and intellectually.

My point here is that let’s encourage students to ask interesting questions and present interesting answers. And we simply cannot expect them to have focused questions about topics they haven’t yet researched! We should also be focusing more on their process and the product, rather than their question.

Some Examples

Here are some initial EE questions that I would green light if a student came to me and asked for approval before they start their research :

• Why do people become serial killers?
• What causes depression?
• Why do some people become addicted to alcohol?
• What is Alzheimer’s disease and can it be cured?
• Why does child abuse lead to violence in adulthood?

As a 17 year old, these are the questions that I would have been asking because these are the types of questions that I would have wanted to find the answers to. Remember that the students don’t know about these topics at the start of the research, so they must be broad.

After all, how can we expect students to write focused questions on topics they know little about? And don’t we want them to be asking questions on topics they don’t know much about? Surely we do. We should not be the ones doing the critical thinking for the students. Let them ask the broad and interesting questions that have sparked their imagination, and let them loose into the jungle of information. They will have to work hard, to show grit, determination and put in a lot of effort to hone and craft their research into something presentable, and that’s exactly what we should be encouraging. If we are the ones who refine their questions and topics, we’re ploughing a path through that jungle and letting students walk freely down a paved path that we created and they didn’t choose. And I don’t think that’s at all the point of the EE process.

The EE can be a beautiful process when a student brings a topic that they’re inherently interested in because it has personal relevance. Let’s foster that, and nurture it, as opposed to cutting them down too early.

And let’s be honest, no question worth asking in psychology can be suitably addressed in 4,000 words. I’d like to think this is why the IB have wisely updated the assessment criteria to reflect this. Instead of this old criterion, we’re now expecting students to have a research question that is “clearly stated and focused,” which means that it’s “ …clear and addresses an issue of research that is appropriately connected to the discussion in the essay.” (Extended Essay Guide, EE Website, OCC).

The alteration of phrasing to the word “clear” is quite important, I think. Let’s take my example earlier about people who are abused as children grow up to become violent adults.

Imagination this interchange:

Student: Mr Dixon, you know how me learned in class about Caspi’s study and how people with the warrior gene who are abused as kids are more likely to grow up to become violent?”

Me: Yes Timmy, I remember.

S: I want to do my EE on that. I want to know why child abuse can lead to violence in adulthood.

M: Awesome. That’s a fascinating topic. Go and do some wide reading and come back in a couple of months and then let’s see what you’ve got. And let me know if you need help on where to find information.

Now, in my mind, that’s how an early EE interview should go. But the feedback I’m seeing time and again is that I’ve done the wrong thing here and I should have told Timmy how to focus his incredibly broad topic. But I see it this way: Timmy’s only just learned about this in class. We didn’t have time to explore how the MAOA-L variants affect the brain, or epigenetic processes like the neurological changes that happen as a result of abuse and affect stress reactions later in life. I know all this, but he doesn’t. And if I were to direct him down a specific path he’d be following the journey I took when I first learned about the topic, and it would not longer be his investigation. There’s an awful lot for Timmy to learn from the research process and it’s not just about creating the product . I would sincerely love for us as a community to keep this in mind, or for someone to show me how my logic is flawed.

How focused is focused?

At this point, I hope I’ve made a good case for green lighting interesting yet broad and vague research questions early in the EE process. The role of the supervisor should be there to support the crafting of the question and the development of the final essay as the process evolves – I strongly believe that it should not be to craft the question for the student from the beginning.

The second point I’d like to make is that I think we should even be allowing a bit more freedom in the final research questions that are being asked and we should be putting more emphasis on their answers , not on their questions .

For example, which of these research questions do you think is more “clear” and “focused”?

1. Why are abused children more likely to become antisocial adults?

2. To what extent does prolonged early life physical abuse affect antisocial adult behaviour through the interaction of epigenetic processes, serotonergic mechanisms, neuroplastic changes in the amygdala and the corresponding secretion of cortisol and activity in the prefrontal cortex in response to social stressors in adulthood?

Some might argue that Timmy’s first question is too “vague” or it’s too “broad.” What do you mean “abuse?” What do you mean “antisocial?” But remember he has 4,000 words to operationally define these variables and to contextual his answer and give it scope in the introduction. Personally, I’d be far more interested in reading essay #1, than #2. And bear in mind that essay #1 can still include a thorough exploration of all those specific variables outlined in the #2, but Timmy doesn’t need to be jam-pack them all in the question, I don’t think. To do so reduces its clarity. Why not encourage clear questions , and focused answers .

Because in order to have a focused question on this topic Timmy would need to include the complex relationships between cognitive, social, cultural, and biological factors. But is he really expected to put all of that in one question? Why? Why can’t he show that in the answer ? It would only take a few hundred words in the introduction of his essay for him to suitably focus his topic and provide some context for the essay and the question, and show the reader how he intends to answer the interesting question. And shouldn’t that be OK?

Perhaps you might say that his question #1 is making an assumption that abuse will lead to violence, and this is an oversimplification. But he’s done the research and he can (and will) present a very strong case for the existence of this phenomenon all within the introduction of his essay.

If you write an EE on a topic you know little about, you’ll see that it’s absolutely impossible to start the process with the same question that you’ll have by the end. If we’re going to help students become better scholars and thinkers, I think we have to remember this.

So, At What Point Do They Finalize Their Research Question?

The advice I give my students is that they should treat their research question like an evolving and living thing, always open to being adapted and amended, because it should reflect their knowledge, which is always growing and changing throughout the research process. But at some point, this process needs to end. When is that point? Well, it depends.

By looking at the wording of the new EE assessment criteria, “ The research question is clear and addresses an issue of research that is appropriately connected to the discussion in the essay,” we can see that actually their final research question would be better thought of as the title of their essay, as opposed to a single driving force that directs their research from the beginning. Sure they have a question to start, but we’ve already seen how and why that question must begin broad and general and evolve and change continually. And remember that students won’t just be asking one question when they’re doing research – if they’re learning they’ll be asking and answering many. And with each answer they’ll only have more questions. So the process absolutely involves amassing a big chunk of research that is all related to an overarching question/topic, that evolves along with the research that they gather. And then when they feel they have enough material to craft into a 4,000 word essay, they will most probably re-write their question in a way that suitably ties together their findings and allows them to connect the question to the discussion in their essay. And that’s when they’ll come again and ask about how good their research question is. So if someone’s asking “Is this a good EE question?” This is why I’d always reply with, “Well, that depends. Where are they at in the process?”

In summary, I feel it’s essential we remember that in order to ask a focused question one must have in-depth knowledge and understanding of a particular topic. It’s impossible for students to possess this knowledge and understanding at the beginning of their research, so their questions and topics by their very nature must be broad to reflect their lack of knowledge. This is why we green light broad topics and questions at the start  of the process, and encourage them to evolve and develop the topic and question along the way so by the end  it’s clear and focused. To give them a specific question without having any knowledge is putting the cart before the horse.

So is it a good EE question? Hopefully you can see that, well, it depends.

If my ideas here make sense, please feel free to share this post with others who ask the “Is this a good EE question” question if you think it would help them. It might even be helpful for students who ask this question. I love the IB Psychology community spirit and our desire to help one another, and I only hope that my thoughts here can in some way contribute. But as always, I’m always up for learning and being shown the follies in my thinking.

Travis Dixon is an IB Psychology teacher, author, workshop leader, examiner and IA moderator.