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Evaluating Web Pages: Questions to Consider: Accuracy

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Evaluating Web Pages: Questions to Consider: Accuracy

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Evaluating Websites: Cornell University

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LibGuides: Evaluating Web Pages: Questions to Consider: Accuracy

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Content, except the Appendix, based on Jim Kapoun’s

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Academic Skills, The University of Melbourne

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Time management is the process of planning and controlling how much time to spend on specific activities. Good time management enables an individual to complete more in a shorter period of time, lowers stress, and leads to career success.

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Time management is the process of planning and controlling how much time to spend on specific activities.

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Explain evaluation of information systems.

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Explain evaluation of information systems.

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The measurement of the efficiency of information systems is the evaluation of information systems. The evaluation of information systems depends on the amount of efficiency in workflow and management an organization achieved by implementing an information system.

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Posted by

Evaluation of Information Systems

Dependency of Information

Availability of Information

Support in Business Operation

Help to Survive in Competition

Reduce Uncertainty

Value and Cost of Information

Presentation of Information

Accuracy of Information

Verification and Validation of Information

The measurement of the efficiency of information systems is the evaluation of information systems. The evaluation of information systems depends on the amount of efficiency in workflow and management an organization achieved by implementing an information system. Evaluation of information systems is measured based on a few criteria as follows:

Dependency of Information

How much an organization can rely on the information it gets from it's information system is a criteria while evaluating the information system as if the information system is not providing reliable information then there is not mean to have it in the organization.

Availability of Information

Information systems are meant to deliver information when asked for. So if an information system can't deliver information in time, that if information is unavailable at the moment when required, the whole system becomes useless.

Support in Business Operation

An organization implements single or multiple information systems to get support in every levels of the organization's operations. Thus an efficient information system is supposed to support business operations in each level.

Help to Survive in Competition

To survive and run successfully in the market an organization need to face and win various challenges from other organization in the market. Information systems are supposed to help organization in this survival by delivering competitive reports.

Reduce Uncertainty

Information systems are supposed to deliver forecasts based data and current market data to take business decision in a way that reduces uncertainty of the business.

Value and Cost of Information

The cost of developing, implementing and running an information system must be less than the value of the information it provides. If it is more costly to operate an information system than what the information system gives in return then there is no need to have such an information system.

Presentation of Information

Efficiency of an information system depends on the presentation of information by the system. The information system that represents information in an attractive, easy and more understandable format is obviously more efficient than others.

Accuracy of Information

Like reliability of the information achieved from an information system, accuracy of the information is also important.

Verification and Validation of Information

If data were collected from multiple sources then information system must cross-check the data to verify and validate it before using it in processing to generate information.

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Explain evaluation of information systems. " Online Class Notes

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The measurement of the efficiency of information systems is the evaluation of information systems. The evaluation of information systems depends on the amount of efficiency in workflow and management an organization achieved by implementing an information system. Evaluation of information systems is measured based on a few criteria as follows:

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This diagram was inspired by the blog post, The agile learner in a VUCA world, written by @alohalavina. VUCA is an acronym used to describe volatility, uncertainty, complexity, and ambiguity.

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This diagram was inspired by the blog post, The agile learner in a VUCA world, written by @alohalavina. VUCA is an acronym used to describe volatility , uncertainty , complexity , and . Put simply, we live in a fast-changing world and in such unfamiliar environment, we face unpredictable changes, often are required to make decisions in complex systems, and to take uncertain actions that are outside of our expertise. We need to rethink education and build students' capacity for the VUCA world.

Developing becomes more important than ever through the schooling process. Learners must equipped with skills and strategies that allow them to be thinkers, communicators, risk-takers, inquirers, reflective, caring, open-minded, balanced, principled and knowledgable. If we can truly follow the framework of the IB curriculums and develop a continuum, I am hopeful that we can develop students who strive for understanding, nurture passion in self and others, as well as take actions ethically. ​

Having this big picture in mind, we help students to develop these skills and stretch their learnability. One way to do this is to align the objective (learning target), skill indicator, and strategy. Most importantly, we also need to take an evidence-based approach to monitor their progress and provide cognitive coaching conversation. The process of practicing and developing skills must be deliberate in order for students reach mastery. The use of the strategy must be practiced several times as repetition of learning is the key to mastery. We can relate this teaching approach to the concept of apprenticeship. When teaching approaches to learning skills, think about Mr. Miyagi in the the movie, Karate Kid!

Here are some strategies that can help to build the skills. The skill indicators are merely suggestions by the IB. These skills are not the definitive or exhaustive list of ATL skills. Schools are not required to cover them all. Instead, I think the important point is for schools to consider their own contexts, reflect on their school missions and develop own continuum of approaches to learning skills that can prepare students for the future.

Strategies must be used intentionally and practice deliberately. When choosing the strategy to explicitly teach specific skills, we need to consider our subject specific objectives, the complexity of of summative assessment, desired learning outcomes, and the age appropriateness. This document is named "ATL Smörgåsbord". Just like you are going to a buffet, there is a wide variety of food, and you will take only what you need.

ATL Toolkit by Excited Educator Lenny Dutton: Lenny has created many amazing resources to help teachers teach ATL skills. She inspired me to create the ATL Smörgåsbord and collect explicit teaching strategies. Check out her website for more ideas.

The Art of Learning by Lance King: Lance emphasized the importance of helping students develop approaches to learning skills way before the IB made it a required component. He has shared and collected many amazing resources to support teachers in explicitly teaching ATL skills.

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This diagram was inspired by the blog post, The agile learner in a VUCA world , written by @alohalavina. VUCA is an acronym used to describe volatility , uncertainty , complexity...

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MindMaps, or mental maps are getting more and more famous and used and it’s a deserved success! They help us organize our thoughts or to put order in our projects. Mental maps are also great ways of clearly presenting concepts to students and allowing them to memorize them.

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MindMaps or mental maps are getting more and more famous and used and it's a deserved success! They help us organize our thoughts or to put order in our projects. Mental maps are also great ways of clearly presenting concepts to students and allowing them to memorize them.

I have already had the opportunity to present here several tools that allow to create online mental maps. Here are three others that have the peculiarity to work on your tablet or even on your smartphone. Three tools for creating mobility mind maps.

MindNode nly works on iOS and this is a shame.This third application allowing you to make mental maps on tablet or smartphone is a gem. It is also regularly ranked among the best apps available on the Apple store. MindNode shines through its simplicity. Besides all the classic functions, it allows interconnecting nodes of several mental maps. You can export your creations in different formats ensuring maximum compatibility with a simple gesture. MindMap also exists for Mac, but has a somewhat prohibitive price. For tablet it is not given either with a price of 9,99EUR. I was saying this in the beginning but MindNode is only available for iPhone or iPad devices on iOS.

Like most mobile applications of this type, SimpleMind offers a free version and another called "Pro" for a fee. SimpleMind + is very simple to use. The different components of your mind map are slipped, rearranged and edited directly with your fingertips. The pro version adds additional customization features with the ability to create links with other cards, insert images, play with colors. Mirror maps can be saved to DropBox.

It will cost you a little over three euros to get Connected Mind and install it on your tablet. The application allows you to draw the diagram of your MindMap with your fingertip. You will have the choice between different colors and shapes and between thirty different fonts. No need to connect to use the application and the ability to easily share mental maps created by email or social networks. Connected Mind only works on Android devices.

Eddy review all tech, software or hardware, teachers can use to take their courses to the next level.. You can follow Eddy on or .
☞ Please tap or click "♥" to help promoting this piece to others.

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MindMaps or mental maps are getting more and more famous and used and it's a deserved success! They help us organize our thoughts or to put order in our projects. Mental maps are also great ways of clearly presenting concepts to students and allowing them to memorize them.

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Extended essay video 2: Reflection Process: Initial and interim sessions

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Extended essay video 2: Reflection Process: Initial and interim sessions

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Reflection Process: Initial and interim sessions

Reflection Process: Initial and interim sessions

If you would like to download this video as an English-only MP4 file (1280x720), please click here.

Any appearance of branded products and well-known logos in this video is incidental. The IBO disclaims any endorsement by, or any association with the intellectual property rights owners of these products and logos.

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Reflection Process: Initial and interim sessions

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Reflection Process: Initial and interim sessions If you would like to download this video as an English-only MP4 file (1280x720), please click here. Any appearance of branded products and well-known logos in this video is incidental. The IBO disclaims any endorsement by, or any association with the intellectual property rights owners of these products and logos.

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Extended essay video 3: Reflection Process: The Viva Voce

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Extended essay video 3: Reflection Process: The Viva Voce

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Reflection Process: The Viva Voce

Reflection Process: The Viva Voce

If you would like to download this video as an English-only MP4 file (1280x720), please click here.

Any appearance of branded products and well-known logos in this video is incidental. The IBO disclaims any endorsement by, or any association with the intellectual property rights owners of these products and logos.

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Reflection Process: The Viva Voce If you would like to download this video as an English-only MP4 file (1280x720), please click here. Any appearance of branded products and well-known logos in this video is incidental. The IBO disclaims any endorsement by, or any association with the intellectual property rights owners of these products and logos.

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This video introduces students to the techniques involved in reading scholarly literature.

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This video tutorial clarifies how to best evaluate the information found on websites with guidance from a GCSC librarian.

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The Pomodoro Technique is a time management method developed by Francesco Cirillo in the late 1980s. The technique uses a timer to break down work into intervals, traditionally 25 minutes in length, separated by short breaks.

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Cmap software is a result of research conducted at the Florida Institute for Human & Machine Cognition (IHMC). It empowers users to construct, navigate, share and criticize knowledge models represented as concept maps.

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Cmap Products

Cmap products empowers users to construct, navigate, share and criticize knowledge models represented as concept maps. View our products to see how you can utilize our software in your work, studies, or research.

Learn About Concept Maps

Concept maps are graphical tools for organizing and representing knowledge in an organized fashion. Learn what concept maps are, how to construct them, and use them.

Cmaps Around the World

Cmap software is used by individuals, schools, and institutions all around the world. See a variety a of uses of concept mapping and Cmap software by users of all ages.

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Cmap Products Cmap products empowers users to construct, navigate, share and criticize knowledge models represented as concept maps. View our products to see how you can utilize our software in your work, studies, or research. Learn About Concept Maps Concept maps are graphical tools for organizing and representing knowledge in an organized fashion.

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Whether you're taking notes, brainstorming, planning, or doing something awesomely creative, it is super simple to visualise your ideas with Coggle. Share with as many friends or colleagues as you like.

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Coggle is online software for creating and sharing mindmaps and flowcharts. It works online in your browser: there's nothing to download or install. Log in to start diagramming!

Whether you're taking notes, brainstorming, planning, or doing something awesomely creative, it is super simple to visualise your ideas with Coggle. Share with as many friends or colleagues as you like. Changes you make will show up instantly in their browser, wherever they are in the world

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The clear way to share complex information. Coggle is a collaborative mind-mapping tool that helps you make sense of complex things. Create unlimited mind maps and easily share them with friends and colleagues.

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Bubbl.us makes it easy to organize your ideas visually in a way that makes sense to you and others. Our editor is designed to help you stay on task and capture your thoughts quickly.

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Benefits of Bubbl.us mind maps over text:

Superior clarity of structured information

Whether it's a family tree, a decision flow map, or an algorithm, mind maps have a huge advantage in presenting complexity clearly and concisely.

Better retention of complex ideas.

Visualizing complex ideas in shapes, lines, and pictures leads to much better recollection later than simple text.

Creative collaboration with others.

Visual brainstorming with a team can dramatically improve the quality of the final product because of diversity of perspectives and experiences.

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Bubbl.us - Create Mind Maps | Collaborate and Present Ideas

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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Mind mapping is a great way to keep track of your thoughts. It is also an ideal way to group your ideas and resources and add structure to your knowledge. Explore the links below to see which online source or app might be best for your brainstorming needs.

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Behind the Screens: Who decides what I see online?

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Behind the Screens: Who decides what I see online?

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NewsWise is a news literacy program to provide school-aged Canadians an understanding of the role of journalism in a healthy democracy and the tools to find and filter information online.

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Behind the Screens: Who decides what I see online?

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10 Brilliant Examples Of Sketch Notes: Notetaking For The 21st Century

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10 Brilliant Examples Of Sketch Notes: Notetaking For The 21st Century

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Sketch notes–or graphic notes, or whatever term you like–are one of the single most important developments in note-taking history. Hold on, give me a second to explain.

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Sketch notes-or graphic notes, or whatever term you like-are one of the single most important developments in note-taking history. Hold on, give me a second to explain.

Exactly why they matter has something to do with the way our brains work, and the explosion of technology, and a little bit of viral success.

The point of notes, it seems, is to capture important ideas for future reference. While it's nothing new to take notes that combine images with words and phrases, sketch notes are actually an evolution of this idea. As an English teacher, I taught only a handful note-taking styles, primarily combination notes, and Cornell notes, concept-map notes, and a kind of mash of the three. As a matter of differentiation, I'd offer some students examples of outline-style notes and other styles, but that was it.

Then Ken Robinson's Changing Educational Paradigms exploded across the internet, and the sound of the little marker squeaking across the whiteboard became synonymous with digital storytelling. Iconic even.

Why? Because sketch notes like these don't just capture ideas, they tell a story. And that matters because human beings young and old love a good story. The video game industry, billion-dollar marketing campaigns, Hollywood, even sports teams and musical artists all live and die by their ability to relay a story we can connect with-and that matters in the academic world as well.

The water cycle has a story to tell that is exceptionally hard to document in an outline form-and impossible to do so engagingly or enthusiastically. Same with Faulkner's use of Symbolism, the causes and effects of war, the need for education to evolve, or the merits of Freakonomics. Sketch notes, done well, can tell a story. Which means they can be curated and, more importantly, shared.

And in the era of mobile learning and social media, this means everything. It may not seem natural for a student to share their sketch notes on YouTube or Instagram, but why not? If it's important and elegant and worth sharing, they'll share it.

As you can see below, they're not simple words and pictures together-well, done badly they are. But done well, they tell a story while recording and documenting important information in a highly-visible, elegant, and shareable way.

Helping students understand how to take proper sketch notes isn't as simple as sharing these images and say 'do this' (though that's a start). Like all learning, it's a matter of modeling, scaffolding, and patience. Hopefully, these 10 examples-including the classic ' How to Read a Book' and Seth God's ' Stop Stealing Dreams'--will help.

10 Brilliant Examples Of Sketch Notes: Notetaking For The 21st Century

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10 Brilliant Examples Of Sketch Notes: Notetaking For The 21st Century

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Sketch notes aren't just a trend, but rather a new visual style of capturing and documenting ideas for the 21st century student.

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Copyright of this website is owned by The Chinese University of Hong Kong Library, CUHK. No part of this site may be reproduced, modified, distributed in any medium without prior permission from the CUHK Library.

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In-depth research is usually based on scholarly sources rather than general opinions from popular sources such as newspapers and magazines.

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Unpaywall is an add-on for Google Chrome and Firefox. With Unpaywall installed, as many as 50% of paid articles that appear in searches will now appear with a green padlock on the side. Click the padlock and access the pdf version of the full article for free. Millions of authors have uploaded their work for public access and this add-on takes you directly to the repository of these files.

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Unpaywall: An open database of 20 million free scholarly articles

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An open database of 30,352,123 free scholarly articles.

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Guides, presentations and LibGuides from Western International School of Shanghai; International School of Luxembourg, UWCSEA, Singapore and the American School of the Hague. Please credit these schools if using this content.

G11 Research - an excellent document shared by Yvonne Barrett
This hyperdoc is to support IB Extended Essay & secondary students revising and developing independent research skills

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IB Librarians' Workshop - Extended Essay (EE)

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Guides, presentations and LibGuides from Western International School of Shanghai; International School of Luxembourg, UWCSEA, Singapore and the American School of the Hague. Please credit these schools if using this content.

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Plagiarism is a growing concern for both teachers and students as papers are sometimes copied in whole by unscrupulous students,

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Requiring no downloads, the proofreader and plagiarism checker use AI to scan your essays and papers for any errors and assign them an automated score. This will help you correct any grammatical and spelling mistakes, address unintentional instances of plagiarism and earn a higher grade for your work.

Simply copy and paste your writing into the online editor or upload your file and click 'Get Report'!

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PaperRater: Free Online Proofreader with Grammar Check, Plagiarism Detection and more

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PaperRater proofreads and rates your essays & papers. It picks out grammar & spelling errors, detects plagiarism and grades your writing. It includes resources on grammar, writing, spelling & more.

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This site works best with JavaScript enabled.

We use cookies on this site to enhance your user experience. To accept cookies click the "Ok, I agree" button, or view our privacy statement for more information.

You are here:

Goblins left in this room:

START

Joey is good at taking tests, but does not write papers very well. He does a lot of research, decides to rely heavily on quotations and does an exemplary job of citing his sources. Is this plagiarism?

AWhile not dishonest, an important part of writing papers is demonstrating the ability to synthesize and create new information.

BNo, he cited all information properly

Incorrect! Overusing quotations is not good writing even when cited properly.

Incorrect! A parenthetical and works cited reference are needed.

Greg uses information from his geology lab workbook in his lab report. Does he need to cite it?

Incorrect! Even lab manuals and workbooks need to be cited.

Paraphrasing involves re-writing a statement in your own words. Try again.

Mary wrote a paper in freshman composition which she could now use in her sophomore-level sociology course. She should...

Use it but change a few words

Not use it because it was already turned in for credit

Discuss its use with the professor

Use it because she's the original author

You should always talk to your professor before reusing a paper, or simply don't reuse it. Try again.

How can Sheila use information from an uncopyrighted Internet source such as Wikipedia

not copyrighted, can use any way she wants

She can quote or paraphrase online sources, but must always cite the source. Try again.

Hmmm, it's dark in here!

You must always cite someone else's ideas, words, images, and other intellectual creations. Try again.

What are the penalties when/if you get caught plagiarizing your work?

could get expelled from school

must pay fine to the college

unpleasant chat w/ prof or dean

library privileges revoked

You can fail the assignment or class and will likely have an uncomfortable conversation with your professor. On your second offense, you could get kicked out of school. Lycoming does not fine students for plagiarism or revoke library privileges. Try again.

He must give an in-text citation and include the work in his bibliography. Try again.

The following text is part of an example research paper. Click on the text that tells you where the writer got his or her information from.

The recent literature on plagiarism is plentiful, but incomplete. The issue is very complex, and it is difficult to find a standard definition of plagiarism among faculty and administrators, let alone one that is understood by students. Most cases of plagiarism appear to be "accidental," stemming not from a deceive, but from an honest ignorance or confusion (Maurer, 2006). Students have a good reason to be confused...

The citation looks like this: (Maurer 2006). Try again.

Asking for help is always the best way to be sure. Try again.

"John is a particularly heartbreaking character, full of bluster as he tries to make sense of his abandonment by his abusive father and his well-meaning but immature mother."
Which of the following are acceptable ways to use this text in your paper?

AJohn is a very heartbreaking character, full of emotion as he tries to understand his abandonment by his father (Hynes, 2006).

BJohn's weakness is demonstrated by his obsession with the poor treatment from his father and mother (Hynes, 2006).

The first example is too close to the original and would be considered plagiarism.

Patrick took a paper he wrote for his his Education class and handed in the same paper for his Psychology class. This is considered plagiarism.

Not knowing the rules about plagiarism excuses Penny from the consequences if and when she is caught plagiarizing.

Julie states in her essay that carrots contain Vitamin A. She does not need to cite this information because it is common knowledge.

What is "patch writing"?

APiecing together copied words from several papers into a paper of your own

BPutting parenthetical citations into your paper, i.e. (Williams,34).

CWriting a paper with parenthetical citations, but no works cited page.

If Watson takes a direct quote from his research, he should...

CPut quotation marks around the words taken

Credits

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Plagiarism Game - Snowden Library | Lycoming College

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Plagiarism goblins who want to destroy academic integrity have taken over! You are the only person who can destroy the goblins & restore order.

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Done for grades four and up, this was created to make students aware of what plagiarism is and how to avoid it.

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Understanding Primary & Secondary Sources

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Understanding Primary & Secondary Sources

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Understanding Primary & Secondary Sources

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What Are Databases and Why You Need Them

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What Are Databases and Why You Need Them

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What Are Databases and Why You Need Them

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When writing your extended essay you should use language that is formal and academic in tone.

The chart below gives you some idea of the differences between informal and formal essays.

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Formal vs informal writing

When writing your extended essay you should use language that is formal and academic in tone.

The chart below gives you some idea of the differences between informal and formal essays.

Some examples

The following examples highlight the differences between formal and informal tone.

Language B: English

I decided to write an extended essay on how hip-hop works as protest of the lower classes because I think the music is cool and really gets people dancing, inspiring those people who wouldn't normally think there's any point in being against anything to listen to the message. Being an enthusiastic hip-hop dancer myself, I really wanted to find out some more about this.

This extended essay on how the lyrics of hip-hop developed as a form of protest against a society segregating the working classes is based on the premise of the music having a distinct and energizing rhythm that really inspires people to move, thereby reaching out to audiences who wouldn't normally believe in protest, let alone speak out in public. Thus, the music becomes a vehicle for words of protest that can and indeed have changed the world. My own experience with dancing hip-hop at a relatively advanced and skilled level fuelled my desire to research this topic in more depth.

Biology

Biology has always been a passion of mine. Ever since I was searching for frogspawn in my grandparent's pond as a four-year-old and annoying my mum with a battery of jam jars on the window sill in which I was trying to raise tadpoles I have been fascinated with observing nature in detail. Even in English, reading Death of a Naturalist by Seamus Heaney, I found myself thinking up an experiment to do with dragonflies and bluebottles. I have a fish tank at home with three different sorts of fish. I've noticed that they all respond differently when I feed them. I'm wondering what else is different in their behaviour so, in this extended essay, I'm going to find out how they react to light.

This extended essay is focused on investigating the phototaxic responses of three different species of fish that occupy different areas of an aquarium: danios ( Danio rerio), which group near the surface of the water, black skirt tetra ( Gymnocorymbus ternetzi), which swim in the middle of the tank, and kuhli loach ( Pangio kuhlii), which swim near the bottom of the tank. It is anticipated that they will respond differently to light according to their niche within the tank.

The outcome of my investigation could inform the feeding strategy used for different fish as well as highlight the adaptive nature of taxic response in fish. In addition, this essay may help to inspire some fellow students to view their fish with new interest, and consider their own strategies in populating a fish tank.

Psychology

When I go into a supermarket there is always gentle background music playing, although in the clothes shops I like it is always loud pop music. At breakfast my dad likes to listen to Rossini string sonatas, while my little brother has heavy metal on his iPod and will head-bang his way through a bowl of cornflakes. My extended essay is trying to research why people rely on certain types of music to influence their mood and how music is used in this way for advertising. I am not sure if there is a connection and whether the music does affect, for example, people's shopping habits, but it will be interesting to try to find out, especially to see if different peoples' brains are wired differently when it comes to music.

This extended essay intends to investigate whether there is a causal relationship between music listened to and the mood of individuals. Additionally, it will seek to explore whether this relationship is used in advertising to encourage people to spend money.

Dos and don'ts: A summary

Do:

Do not:

Make your writing clear and to the point.

Try linking ideas with these expressions: in addition, nevertheless, on the other hand, by contrast, although, alternatively.

Include some complex sentences in your writing.

Try using semi-colons if you feel confident about using them correctly.

Don't use "well" or "you know" or "anyway" or "like I just said" or any phrase that sounds like you are having a friendly chat.

Avoid using "And", "But", "Because" or "So" at the beginning of a sentence.

Keep exclamation marks to a minimum!!!

Words like "nice" and "a lot" have no power. Try to think of more descriptive words, for example "delicious" or "endless".

Here are some exercises you can do to train your awareness of different styles

Pick one specific event in your day, such as lunch, hockey training or a French lesson. Note down some of the details immediately afterwards.
Next, write a critical article for the school magazine based on your notes (250 words max), and also an informal email to a friend, containing the same facts.
In what ways are the two written pieces different, even though they are about the same topic?

Pick any article from a broadsheet newspaper, preferably from the financial or world politics sections. Read it and then write an informal email to a friend explaining the article's main ideas.
How does the email differ from the article you just read?

Choose an example of formal critical writing from the subject area you are writing your extended essay in.
Choose five subject-related technical terms and five examples of sophisticated stylistic phrases and make sure you understand them fully-look them up in a dictionary.
Then write a summary of what you have read in your own words.

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When writing your extended essay you should use language that is formal and academic in tone. The chart below gives you some idea of the differences between informal and formal essays. Some examples The following examples highlight the differences between formal and informal tone.

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How to Conduct Effective Research: A Key Process for Students in Writing

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How to Conduct Effective Research: A Key Process for Students in Writing

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This video contains 4 lessons (approx. 2 minutes each) that provide students with a formal process for conducting, documenting, and analyzing the quality of information they have researched. It also provides teachers with a quick, easy-to-use rubric for assessing their students' research and their critical thinking skills.

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How to Conduct Effective Research: A Key Process for Students in Writing

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Assessment of the EE - Advice for Students

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Assessment of the EE - Advice for Students

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Use this list to help you think about the assessment criteria and whether you have addressed the expectations within your essay. You do not need to address all of the questions posed, but they do provide some guidance in terms of what to consider.

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Assessment objectives and criteria for the extendedessay - first exams 2018

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Assessment objectives and criteria for the extendedessay - first exams 2018

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In working on the extended essay, students are expected to achieve the following assessment objectives.

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Presentation Requirements of the extended essay

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Presentation Requirements of the extended essay

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The extended essay should be written in a clear, correct and formal academic style, appropriate to the subject from which the topic is drawn.

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What should be on the  first page/title page of your EE?

The title page should include only the following information:

the title of the essay (optional)

the research question (required)

the word count (required)

the subject for which the essay is registered (required)

if it is a language essay it should also state which category it falls into

if it is a world studies essay it should also state the theme and the two subjects utilized

​Distinguishing Between the Title and the Research Question

Your extended essay can have a title and a research question. The research question is required on the cover page, while the title is optional.

The title is a clear, focused summative statement of the research which gives the reader an indication of the research topic. It should not be phrased as a research question.

The research question indicates the specific topic of research and must be phrased as a question.

What should NOT be on the  first page/title page of your EE?

The title page should NOT include only the following information:

your name

the school's name

your IB candidate number

any identifying pieces of information (on the title page, or any other section of the essay, such as headers or footers)

WHY???
When work is uploaded, the IB tags each document with the student's digital profiles so personal details like your name, your school, and your candidate number are not required.  Very important:  to make sure that IB assessment is unbiased and fair, IB does not give your name to examiners, so there should be nothing that could identify you in the essay itself.

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Skills and Strategies | Understanding Plagiarism in a Digital Age

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Skills and Strategies | Understanding Plagiarism in a Digital Age

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Do your students have a hard time defining — and thus, perhaps, avoiding — plagiarism?

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Do your students have a hard time defining - and thus, perhaps, avoiding - plagiarism?

They're not alone. In a cut-and-paste world, examples of both intentional and unintentional plagiarism are everywhere.

Here, for instance, are just a handful of cases that have made headlines in the last few years:

Clearly, questions around this issue for students are thornier now than in this 2003 Saturday Night Live skit where a clueless character played by Amy Poehler prints out her "Tale of Two Cities" term paper directly from "DickensScholar.com."

As intentional cheating and methods to catch it become more sophisticated, even a conscientious teenager who would never knowingly plagiarize can relate to the fears of Perri Klass. She is a regular Times contributor, who writes about how she was convinced she had inadvertently plagiarized the first line of a book review she had just turned in:

I worry that as I browse the words on the web, as I click on links and read polemics and paragraphs on websites I can't even name, metaphors and metonymies may catch on my brain like burdock burrs, with the tiny hooks that inspired Velcro. (And yes, I did just check whether anyone else has invoked plagiarism and the burdock plant in the same sentence; it's a poor thing but, as far as I can tell, mine own.)

Back in 2010, Trip Gabriel wrote, in "Plagiarism Lines Blur for Students in Digital Age," that "many students simply do not grasp that using words they did not write is a serious misdeed."

Digital technology makes copying and pasting easy, of course. But that is the least of it. The Internet may also be redefining how students - who came of age with music file-sharing, Wikipedia and Web-linking - understand the concept of authorship and the singularity of any text or image.

How true is this for your students? Do you find that the problem has gotten worse since 2010? What can we do about it?
First, what is plagiarism? Definition from Plagiarism.org.
Many people think of plagiarism as copying another's work or borrowing someone else's original ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense:

According to the Merriam-Webster online dictionary, to "plagiarize" means:

to steal and pass off (the ideas or words of another) as one's own

to use (another's production) without crediting the source

to commit literary theft

to present as new and original an idea or product derived from an existing source

In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward.

But can words and ideas really be stolen?

According to U.S. law, the answer is yes. The expression of original ideas is considered intellectual property and is protected by copyright laws, just like original inventions. Almost all forms of expression fall under copyright protection as long as they are recorded in some way (such as a book or a computer file).

All of the following are considered plagiarism:

turning in someone else's work as your own

copying words or ideas from someone else without giving credit

failing to put a quotation in quotation marks

giving incorrect information about the source of a quotation

changing words but copying the sentence structure of a source without giving credit

copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not (see our section on "fair use" rules)

Most cases of plagiarism can be avoided, however, by citing sources. Simply acknowledging that certain material has been borrowed and providing your audience with the information necessary to find that source is usually enough to prevent plagiarism. See our section on citation for more information on how to cite sources properly.
Note: We took the definition above verbatim from the site Plagiarism.org. Is that plagiarism? Visit the page and scroll down to the "reprint and usage rights." What if that statement wasn't there, yet we still quoted all the information above, and cited our source? Video from Cape Fear Community College How should schools teach about plagiarism in a digital age? A "Plagiarism Learning Lab"
Digital information is surging. Lagging behind is the effectiveness of the "plagiarism talk" in schools, said Dr. Robeson Taj Frazier, assistant professor of communications at the University of Southern California's Annenberg School for Communication and Journalism.

Mr. Frazier opens each semester with something of a "plagiarism learning lab."

"Parroting university policy isn't enough anymore. You've got to provide real examples. Here's Exhibit A. It's an essay from an online journal looking at XYZ. Exhibit B is a student writing on the same topic. Compare the fifth paragraph of A with the third of B. More or less the same, right? Sure, there's some paraphrasing - but the student never refers to the original author. That's plagiarism."

Colleges take academic dishonesty very seriously. Adjudication of plagiarism cases on campus often results in course failure and, in many cases, expulsion. "So it's really important to set a tone - as early as junior high school - about community expectations of your students as writers," Mr. Frazier said. Put another way, discussing honesty, integrity, and accountability might outrank teaching young writers style and technique - at least at the beginning.

The middle and high school years are an opportunity to shape healthy attitudes in a lower-stakes environment. But for many students, poor habits are formed ahead of college. Mr. Frazier attributes this to two things:

For one, young people are "increasingly literate in digital spaces," he said. "Google Books puts entire texts right on their screen. They've come of age in a time where 'research' means submitting keywords online - leading to fundamentally different relationships between them and their texts. Gone is the feeling of 'this isn't mine.' The copy and paste function is begging for use. And if there's a preview option, they can skip around within the document to immediately start pulling quotes."

But these students have also grown up in a sampling culture where everything is ripe for appropriation.

"This is a hip-hop generation. The artists they admire sample heavily and present music, culture, and media as new - when it isn't. When students need a photo for a digital story or flyer, it's theirs in seconds. Questions of authorship and propriety aren't a thought. This is the environment in which we're demanding rigorous scholarship from them. We obviously need to change the conversation. Ethical writing is a great place to start because it undergirds the entire undergraduate experience," Mr. Frazier said.

Consider running a Plagiarism Learning Lab of your own. You might start by collecting real-life examples to show students, such as this Times analysis of how Senator John Walsh of Montana took most of a 2007 final paper required for his master's degree from the United States Army War College from other sources without proper attribution:

Then, pose questions for discussion or anonymous writing, like:

What is your definition of plagiarism?

What does "paraphrase" mean, and why can it be difficult to do well?

What is proper attribution, and when does that get complicated? For instance, what about reposting someone else's words or images on social media without giving credit?

How much can one - whether a student, a professional writer, artist or musician, or anyone else - "borrow" from someone else before it becomes stealing?

What is the academic honesty policy at this school? Are there gray areas? What questions does it raise for you?

Or, invite your students to contribute to these Student Opinion questions we have asked on our blog:

Finally, have students practice paraphrasing and citing sources in their writing, perhaps using some of these exercises.
Video from Critical Thinker Academy Revisit the art of paraphrasing - then reward it when your students do it well
Dr. Marybeth Gasman, a professor of higher education at the University of Pennsylvania's Graduate School of Education, said, "People plagiarize because they're not confident expressing things on their own."

Like many teachers, Ms. Gasman can spot a plagiarized submission without Turnitin.com's originality checker. "When their work doesn't resemble their vocabulary and the writing doesn't match their intellectual contributions in class, I know right away," she said.

Ms. Gasman said that students are more likely to plagiarize when relying on one source. They must be taught how to intelligently synthesize work from multiple sources - but that requires that students understand what big picture arguments they are making before situating others' ideas amid their own.

You might use the extensive resources and exercises from the Purdue Online Writing Lab; have students take this quiz from the University of Southern Mississippi; or scroll down to find our own paraphrasing exercises.

Or, invite students to read David Carr's lively 2012 piece, " Journalists Dancing on the Edge of Truth," about the process of reporting and writing a column - and how the line between thief and journalist is all in the execution.

As far as teaching students how to cite digital sources correctly, the Modern Language Association (MLA) provides clear guidelines on how to cite electronic pieces from blogs to tweets to email, as this page from the Purdue Online Writing Lab explains. You might also acquaint students with tools like Zotero, a free plug in that helps organize and manage citations as you gather information on the web.

Finally, let students know that you will evaluate their work in part in terms of how well they use, and cite, an array of relevant sources to support their ideas. (For example, here is the rubric we use to judge student work for our annual Editorial Contest.)
Video from Critical Thinker Academy Create assignments that discourage plagiarism
"When students plagiarize, they rob themselves of a chance to get better acquainted with their intellectual selves," Mr. Frazier said.

Changing the conversation on plagiarism means championing scholarship, he said. "Research writing is a vehicle for joining conversations with thinkers who have passed or are removed from your world. Citations are your license and point of entry."

To this end, empower students beyond rote adherence to the rules toward an appreciation of themselves as stakeholders in these conversations.

For tips on how to do this - from designing original assignments to working closely with students through the composing process - the University of Wisconsin's center for writing across the curriculum has an excellent list of detailed ideas.
Discuss the complex notion of originality
Digital natives who are used to sampling, mash-ups, parodies and homage may want to discuss the larger philosophical question, Is anything truly original? "Allergy to Originality," the video embedded above, is a perfect starting point.

They might then read Stanley Fish's 2010 column, in which he argues that " plagiarism is not a big moral deal."

Our lesson plan, Remix, Reuse, Recombine: Holding a Seminar on Mash-Up Culture invites students to look into examples of artistic appropriation and consider questions like, Are these thoughtful reinventions with new purposes and messages? Do they succeed as works of art or entertainment in their own right? Do they make you see the originals in new, interesting ways? Or are they tired, recycled - even plagiarized - works? Might they simultaneously be both?

Harry Campbell
Student Exercises for Understanding Plagiarism 1. Practice paraphrasing with Times examples
First, try this quiz:

Next, students might find their own examples by searching The Times for an article on a topic they care about, then practicing paraphrasing parts of it, or quizzing other students.

For instance, how would you paraphrase the first several paragraphs of " Disney Princesses, Remade for the Instagram Age"? Of " N.B.A.'s Great East-West Divide Remains, but Styles of Play Evolve "?

Here are more pieces for paraphrasing practice, from ReadWriteThink:
2. Using Times Sources for Research
Every year we run a Student Editorial Contest that invites teenagers all over the world to make an argument and back it up using at least one Times source and at least one source from elsewhere. Judging how well students advance their arguments while grappling with the nuances of​ ​synthesiz​ing ​and attribut​ing​ the ideas of others - ​either ​as support or critique​ - is a large part of our job.

Read our rules, and consult our lesson plan - then use the work of our 2014 and 2015 winners to show students good examples of how to use the work of others to bolster your own point of view, yet still say something original.

Then, invite students to practice, perhaps in order to participate themselves in 2016. Here are our 301 Prompts for Argumentative Writing for inspiration - and since each question links to at least one New York Times article, this is also an easy way for students to find Times sources. ​

Related Resources

The New York Times
More Learning Network Lesson Plans on Plagiarism 2010 Collection: Teaching Resources: Plagiarism and Academic Integrity Let's Be Honest: Reflecting on the Ethics and Repercussions of Cheating A Way With Words: Exploring Unintentional Plagiarism The War of the Words: Exploring Cases of Plagiarism in Music and Literature The Original's Sins: Investigating Plagiarism in Textbooks Please No Posers: Learning to Paraphrase Without Plagiarizing
Noteworthy? Debating the Use of Book Notes and Study Guides

Cite Your Sites! Exploring the Internet's Role in Academic Plagiarism More Resources from Around the Web Purdue Online Writing Lab | Plagiarism Edutopia | 5 Online Tools to Help Combat Plagiarism ReadWriteThink | Exploring Plagiarism, Copyright, and Paraphrasing NCTE | Teaching about Plagiarism in a Digital Age Kathy Schrock's Guide to Everything | Intellectual Property Purdue University Writing Lab Pennsylvania State University | Plagiarism Tutorials for Students Indiana University | How to Recognize Plagiarism (Tutorials and Quizzes) Cardiff University | Is it Plagiarism? (Quiz) Council of Writing Program Administrators | Defining and Avoiding Plagiarism: The WPA Statement on Best Practices Permission Machine | What Pics Can You Use for Free? the édu flâneuse | Appropriation vs. attribution. What's ok in our digital world? Lionel Anderson has written for our blog about the transition between high school and college previously. He is an associate at Isaacson, Miller, a board member of TeenSHARP, and spent nearly a decade in higher education mentoring undergraduate students.

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Skills and Strategies | Understanding Plagiarism in a Digital Age

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Do your students have a hard time defining - and thus, perhaps, avoiding - plagiarism? They're not alone. In a cut-and-paste world, examples of both intentional and unintentional plagiarism are everywhere.

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Subject - Topic - Question

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EE handout 1 - Exploring big ideas and subject areas (1)

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Please rate yourself on the following research skills. If you’d like to make comments about any skill, you are welcome to.

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Extended Essay Research Self-Assessment (1)

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Today, focus on three potential topics (no worries if one of these is not your final choice!) Explore each of the 3 topics in greater depth. Some areas might be more complete than others.

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Time Management IB Guide By Colin Nicholson How can we Manage our Time? How have we managed our differently since last year? Time Squared Fill the squares based routine activities of your regular day like sleeping (6 hours = 6 squares), bathing, eating, travel, TV time etc. Again

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TIME MANAGEMENT TIPS FOR IB DIPLOMA STUDENTS

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TIME MANAGEMENT TIPS FOR IB DIPLOMA STUDENTS

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A down-to-earth former IB History, IGCSE History, IB TOK, and History Extended Essay student of mine who got a phenomenal 41 IB points.

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If you never seem to have enough time, better time management may help you regain control of your days.

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If you never seem to have enough time, better time management may help you regain control of your days.

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The RRS (EE Journal) is a personal learning environment. It is a space in which students are able to record reflections on what they are reading, writing and thinking. ​The Journal is for the student only, and none of the content is submitted or assessed. The supervisor does not need to check the journal, but they should encourage the student to keep it up.

The use of the RRS (EE Journal) will help students to prepare for their reflection sessions with their supervisors and inform the discussions that take place. In preparing for their reflection sessions students could use their journal to:

record their reflections

respond to artefacts, such as photos, newspaper clippings, twitter feeds, blogs, and so on

respond to prompts and questions that may arise in the students’ subject areas, TOK classes or other aspects of the Diploma Programme

create MindMaps ®;

record emerging questions.

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How can the RRS (EE Journal) can help to prepare for the 3 formal discussions and reflections?

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How can the RRS (EE Journal) can help to prepare for the 3 formal discussions and reflections?

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Preparation for the final discussion (viva voce)

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Preparation for the final discussion (viva voce)

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Supervisors must have already read the final version of the essay, sent to them by the candidate, before this session takes place.
Students should bring the following to this session:

extracts from their RRS that illustrate how they have grown as learners through the process of reflection

a willingness to share their personal experience and to discuss the skills and development of conceptual understandings that they have acquired through the completion of the extended essay.

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The viva voce is a short interview between the student and the supervisor, and is the mandatory conclusion to the extended essay process. Students who do not attend the viva voce will be disadvantaged under criterion E (engagement) as the Reflections on planning and progress form will be incomplete.
The viva voce is conducted once the student has uploaded the final version of their extended essay to the IB for assessment. At this point in the process no further changes can be made to the essay. The viva voce is a celebration of the completion of the essay and a reflection on what the student has learned from the process.
The viva voce is:

an opportunity to ask the student a variety of open-ended questions to elicit holistic evidence of the student’s learning experience.

an opportunity for the supervisor to confirm the authenticity of the student’s ideas and sources

an opportunity to reflect on successes and difficulties encountered in the research process

an aid to the supervisor’s comments on the Reflections on planning and progress form.

The viva voce should last 20–30 minutes. This is included in the recommended amount of time a supervisor should spend with the student.

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Possible guiding questions for your third discussion (viva voce):

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Possible guiding questions for your third discussion (viva voce):

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1. What is / are your findings in this EE?
2. If I were to tell you that the EE was actually 8000 words and you have another 5 months to work on it, how would you expand it?
3. When you think back over this whole project and process, what are you most proud of?
4. Is/Are there any limitations in your research? If yes, would you please talk about it/them and how can you solve it/them in the future?
5. What skills have you learnt from this EE?
6. If you were able to do your EE again, would you change the research method? Why or why not?
7. Summarise in 2 mins your EE. Imagine you are at a dinner party and the person next to you has asked you about it.
​8. How have you developed personally and academically through the process?
9. What advice would give a student at the start of the process?
10. Difficulties- how have you overcome them?
11. Based on your findings in this EE, is / are there any research question(s) for you to investigate in the future?
12. How would your finding(s) apply in the real world situation?
13. In which areas do you find the process satisfying? 14. How have you made an original contribution to knowledge on this subject
15. How valuable is your EE research to society, and in what way?
16. This source here, how did you come across this and how useful was it
17. What skills have you acquired on the way?
18. What difficulties have you overcome?
19. How did your wording of your research question impact on your research and essay writing?
20. What conclusion did you draw?
21. How can you be sure that you are right?
22. Would you please elaborate your ideas in this part?
23. If you could go back in time, what would you do differently?
​24. What advice would you give to future EE students?

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Between the first and second reflection session, students can engage in informal conversations with other people, such as subject teachers, the extended essay coordinator, the librarian or their supervisor. They must also ensure that they are progressing with their research plan.
In preparation for the interim reflection session, students should have:

attempted to refine a focused and appropriate research question

significantly deepened their research and recorded pertinent evidence, information or data in theResearcher’s reflection space

reviewed and consolidated the methodologies they are using

formulated arguments based on the evidence that they have collected

added to the working bibliography for their research.

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This session is a continuation of the dialogue between supervisor and student in which the student must demonstrate the progress they have made in their research. They must also be able to discuss any challenges they have encountered, offer their own potential solutions and seek advice as necessary.
During this session the supervisor might discuss:

a completed piece of sustained writing from the student in order to ensure that they understand the academic writing requirements, including referencing formats

whether an appropriate range of sources has been accessed and how the student is critically evaluating the origin of those sources

what the student now has to do in order to produce the full draft of their essay, and ways and means of breaking down the task into manageable steps.

By the end of the interim reflection session both student and supervisor should feel satisfied that there is:

a clear and refined research question

a viable argument on which to base the essay

a sufficient range of appropriate sources

a clear vision for the final steps in the writing process.

Between the interim session and the completion of the extended essay, students should continue to see their supervisor as appropriate to their needs, although the third and final reflection session should not take place until after the extended essay has been completed and uploaded for submission.

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Possible guiding questions for your second discussion:

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Possible guiding questions for your second discussion:

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1. Are you still interested in your topic?
2. Is your topic too narrow? Not narrow enough?
3. Is your research question still effective?
4. How has your research question changed?
5. Do you think you have collected sufficient data?
6. Have you modified the methodology used to collect the data? What is the rationale of doing that?
7. Does it cover something which is too advanced that you need to spend pages to explain the prerequisites? Is there a high chance that you will exceed the word limit of 4000?
8. Do you have enough data/research at this point?
9. Are you on track? If not, why not? Be honest! If yes, how do you know?
10. Discussion on what you have seen from the student. Graph, sources data. Raise any potential problems you may seen.
11. What I hear is this?
12. How can you solve this problem?
13. I didn’t notice that you did not have…. I am glad you noticed this and I agree with your solution.
14. Is there any gaps?
15. Are you worried about the biased in your work?
16. There is always the risk with … (this is to describe generally issues and give the chance to students to reflect on possibilities)
17. If you were the teacher, what would you be skeptical (concerned, advising to, reflecting)?
18. I would like to focus on what you said about …. why have you highlighted that as an issue/point/? What about …?
​19. Is there anything new emerging from the new data/reading/reflection etc?
20. When you go away what sort of things you are going to think/reflect/write about?
21. Are you happy with… ? Do you think it addresses your research question?
22. I know we are halfway in the process, What can you learn from this (Or what have you learn this?
23. Summarise back or give student the questions ahead of the meeting. (differentiation)
24. What are you arguing?
25. Are you making any assumptions?
26. Which writers, researchers disagree with your point and which ones agree?
27. If you were the EE supervisor what would you tell yourself?
28. If you were doing the initial research again what would you do differently?
29. How have you as a learner changed?
30. What have you learnt about yourself?
31. What is missing from your work currently?
​32. When you project forward to completing the final product, tell me what it will look like.

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Additional Questions and Resources for your 2nd Reflection

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Additional Questions and Resources for your 2nd Reflection

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To what extent does the data/information I have relate to my proposed research question?

If I do not have sufficient data/information, how will I go about resolving this? Can it be resolved?

Given the data/information I have collected, do I need to reformulate my research question?

Has the data/information collected taken me in an unexpected direction?

Are there still questions/issues that I am unclear how to resolve?

Do I have a reasoned argument that can be sustained throughout the essay?

Am I able to make coherent links between different points made and the evidence presented?

To what extent have I answered my research question?

What reasons may have affected my ability to answer my research question?

If I have been selective in the evidence presented in my essay, can I justify my choices?

Is there a clear summative conclusion, and does this reflect the discussion that has taken place?

To what extent do I think I have fulfilled the expectations of the extended essay as a task?

Has my research resulted in me changing my perspective or views on the topic in question?

What strategies have I employed that have worked particularly well at this stage of the process?

https://ibpublishing.ibo.org/extendedessay/apps/dpapp/video-detail.html?doc=d_0_eeyyy_gui_1602_1_e&video-url=https://player.vimeo.com/video/169235156

Evidence for your RRS

Introduction of the essay

Annotated sections from books, journals, articles, and so on

Reworked research question

Examples of data/information collected from research

An outline of the main argument

Timeline

Working bibliography

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This initial reflection session should be a dialogue between the student and the supervisor based on the student’s initial explorations. It is recommended that the student sends their supervisor an outline of their research proposal ahead of the meeting in order to give the supervisor the opportunity to review their work. This will ensure that the reflection session is focused and productive.
Topics of discussion that should arise during this session include:

a review of the requirements and assessment criteria for the subject

a review of ethical and legal implications, if applicable

a dialogue about possible approaches and any potential problems that might arise

a discussion of strategies for developing the student’s ideas for the essay and expanding the research so that the essay starts to take form

probing and challenging questions that will help the student focus their thinking; this should lead to the development of the student’s working research question

an outline of the next steps that the student should undertake in order to refine their question; this should take the form of a research and writing timeline.

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Possible guiding questions for the first discussion :

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Possible guiding questions for the first discussion :

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1. What resources have you found regarding your research topic?
2. I know you are interested in (...), tell me more about it. What makes it important to you?
3. Why is topic important to the world?
4. I hear you say that this is something significant because… how can we break down further?
5. Now we have these specific possibilities in place, let us see what you feel interest you the most.
6. Excellent, we have this as a good starting point, dont you think? Let see what we can unpick to reflect, to research, to study, to find, etc...
7. How are you going to collect information/ data? 8. What difficulties do you anticipate in your investigation?
9. Tell me a bit about what you want to do
10. Where has your research led you?
11. What are your initial readings? Have you found 1 interesting source? Tell me about it?
12. Have you thought about any primary data you want to collect How? Method?
13. Do you have any preconceived ideas of your outcome?
14. Any problems at the moment?
15. Any skills you think you need to develop?
16. What are your next steps?
17. How would you define the boundaries of your research topic?
18. What kind of sources do you have?
19. How useful are these sources?
20. Which sources are more reliable?
21. What keywords are you using searching?
22. What are your RQs? Which ones do you think are more successful?
23. What kind of researcher are you?
24. Guessing, what do think your result will be?
25. How are you going to manage your time?
26. What are you anxious about? What are you excited about?

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Additional Questions and Resources for your first reflection

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Additional Questions and Resources for your first reflection

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Is there sufficient focus to my research question?

What have I learned about my subject area so far?

What questions are emerging? Are these similar or different to my initial questions?

Given the initial reading I have undertaken on the subject, is my research question appropriate for the subject I am submitting my EE in?

Is my research question manageable within the word limit of the EE?

Will my research question allow me to think critically about the topic I am researching? If it suggests a descriptive response, how might I need to change it to allow for more critical thinking?

Are there any challenges that I need to overcome in order to achieve my desired outcomes?

From my research so far, what gaps in my knowledge have I identified? How might I resolve these gaps?

What research strategies or resources have worked best for me so far?

Do I have a clear understanding of the methodology required to answer my research question?

How did completing the annotated bibliography help me gain perspective on my topic?

https://ibpublishing.ibo.org/extendedessay/apps/dpapp/video-detail.html?doc=d_0_eeyyy_gui_1602_1_e&video-url=https://player.vimeo.com/video/169235156

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As preparation for their first reflection session, students should do the following.

Think about subjects and areas of particular personal interest and do some initial background reading into a subject and topic of their choice.

Using this as a starting point, explore a variety of possible research topics.

Read the subject-specific guidance for the subject they are interested in, paying particular attention to the nature of the subject and the treatment of the topic.

Undertake further background reading and begin to gather information around their area of interest. This exploration should give rise to a variety of topics and questions that students can consider for further research. At this stage it is important that students consider the availability of reliable and valid sources for the topic under consideration. All of this should be recorded in their Researcher’s reflection space.

Begin developing a research proposal which might include a MindMap® of ideas, an annotated article or preliminary bibliography. Additionally, students must already be thinking in terms of the following questions.

Is my topic appropriate for the subject I am considering?

Why am I interested in this area and why is it important?

What possible questions have emerged from my initial reading?

Are there any ethical issues that I need to consider?

What possible methods or approaches might be used for research in this area and why?

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Reflections on your EE Planning and Progress 

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Reflections on your EE Planning and Progress 

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You will be required to complete three formal discussions with your EE supervisor. After each of these discussions you will need to complete a written reflection on your progress through the EE so far. This will be recorded in your EE 'Planning and Progress Form' in Managebac.

Your reflections (Reflections on Planning and Progress Form - RPPF) will be sent with your final essay to the examiner, and will be used to determine your score for assessment Criterion E: Personal Engagement. This is worth 18% of your overall EE score, so it is important you understand what it is all about.

Below is the general outline for Criterion E: Personal Engagement. Please see subject-specific details in the subject-specific assessment criterion (can be downloaded from the Subject Details section of the website);

5–6 - Engagement is excellent:

Reflections on decision-making and planning are evaluative and include reference to the student’s capacity to consider actions and ideas in response to challenges experienced in the research process.

These reflections communicate a high degree of intellectual and personal engagement with the research focus and process of research, demonstrating authenticity, intellectual initiative and/or creative approach in the student voice.

3–4 - Engagement is good:

Reflections on decision-making and planning is analytical and includes reference to conceptual understanding and skill development.

These reflections communicate a moderate degree of personal engagement with the research focus and process of research, demonstrating some intellectual initiative.

​1–2 - Engagement is limited:

Reflections on decision-making and planning are mostly descriptive.

These reflections communicate a limited degree of personal engagement with the research focus and/or research process.

0 - The work does not reach a standard outlined by the description or a RPPF has not been submitted.

The crucial point is to show what the student has learned in terms of their understanding of the research process, its challenges and their own personal development. The examiners will read the reflections together with the EE and will want to be able to recognize the student’s voice in their reflections.
​
The following exemplars are for guidance (please note that the exemplars are based on authentic student work but have been modified for illustrative purposes).

​Some of the above content was adapted from the IBO Extended Essay Website (first exams 2018).

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Criterion A: focus and method

Topic

Research question

Methodology

6 Marks

Criterion B: knowledge and understanding

Context

Subject-specific terminology and concepts

6 Marks

Criterion C: critical thinking

Research

Analysis

Discussion and evaluation

12 Marks

Criterion D: presentation

Structure

Layout

4 Marks

Criterion E: engagement

Process

Research focus

6 Marks

Total marks available: 34

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Teaching Research to Teens: The Extended Essay (EE) Journey

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Teaching Research to Teens: The Extended Essay (EE) Journey

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Modern Language Association (MLA) citing and formatting are the the expected standards at Chinese International School. Perhaps you need general advice on MLA Formatting, or maybe you are seeking advice and insights on plagiarism. You will find help on that and more.

Traditionally speaking, English classes, the humanities, world languages, the arts, law, religion, and philosophy follow MLA formatting. Most important to MLA standard research is authorship. Emphasizing who originally came up with an idea is the most important element of any MLA research paper. While there are other formats out there (APA and Chicago being two prominent options), we use a single standard. The IB has provided a simple overview on Effective Citing and Referencing that you might find useful.

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If your instructor has specific requirements for the format of your research paper, check them before preparing your final draft. When you submit your paper, be sure to keep a secure copy.

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Formatting Your Research Project

To learn how to set up your research project in MLA format, visit our free sample chapter on MLA Handbook Plus, the only authorized subscription-based digital resource featuring the MLA Handbook, available for unlimited simultaneous users at subscribing institutions.

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Formatting Your Research Project | MLA Style Center

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To learn how to set up your research project in MLA format, visit our free sample chapter on MLA Handbook Plus , the only authorized subscription-based digital resource featuring the MLA Handbook, available for unlimited simultaneous users at subscribing institutions.

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The following table gives guidance on the difference between unclear and unfocused research questions and those that are appropriately clear and focused, lending themselves to in-depth research.

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Sample research questions

The following table gives guidance on the difference between unclear and unfocused research questions and those that are appropriately clear and focused, lending themselves to in-depth research.

What was the impact of Ho Chi Minh's allegiance to Lenin?

To what extent was nationalism the guiding factor in Ho Chi Minh's adoption of Leninism in 1920?

What is the history of Chinese theatre?

How does the legacy of Mei Lan Fang contribute to modern Jingju?

How important is chlorophyll to plant life?

What is the effect of different concentrations of kinetin on leaves aging and the biosynthesis of chlorophyll?

How can the US government's spending policy be reformed?

To what extent did the rising COE prices affect the demand for new and used cars by the consumer population and hence affect the revenue generated by the Singaporean economy for the period 2012-16?

An important note:

A question that is unclear or too broad will result in a narrative overview of the issue or event being discussed and provide little scope for analysis and reasoned argument. The result of this is that examiners will not be able to apply the range of marks available in the assessment criteria, particularly in relation to criterion C (critical thinking).

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The following table gives guidance on the difference between unclear and unfocused research questions and those that are appropriately clear and focused, lending themselves to in-depth research. What was the impact of Ho Chi Minh's allegiance to Lenin? To what extent was nationalism the guiding factor in Ho Chi Minh's adoption of Leninism in 1920?

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Your first step in writing the essay is to choose an available Diploma Programme subject for the essay.

Be sure to choose a subject area that interests you.

Review the IB Extended Essay Guide

Become very familiar with the Subject Guide for your chosen subject

Read a few example essays in your subject area (find them under the Home and Exemplar Essays tabs in this guide).

Once you choose a subject, you can begin to think about topics within that subject area that interest you. Once you do some background reading and research within your topic, you will be ready to formulate a research question. The following subjects are available to HF students:

Economics

History

Language and Literature

Mathematics

Physics

Visual Art

Biology

Chemistry

ESS

Business Management

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Students should first decide which subject area they are interested in and read the relevant subject-specific section of the Extended essay guide.

Each EE must be registered under a particular subject area. If a student decides on a topic without considering the subject, her or his essay may not fulfill the requirements for the area under which it is eventually registered.

An essay that is considered to be inappropriately registered will be compromised across the assessment criteria.

Students, with their supervisor’s help, must ensure they understand the requirements for the subject under which they are registering their essay. Students should not attempt to retrospectively fit an essay into a subject area once they have researched and written it.

From the IB Extended Essay Guide:

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Before you can formulate a research question, you must explore topic ideas within your IB subject area.

Once you have selected an IB subject, read the assessment criteria in the Extended Essay Guide in your subject area.

Do some preliminary research and background reading and begin to identify some research topics within your subject area

Continue your preliminary investigation until you are ready to discuss possible topics with your supervisor.  With your supervisor's help, decide on one topic.  Research that topic until you can select one issue or problem as the focus for your essay.

Once you have a topic, you can begin to develop a precise and challenging research question.  Be sure it is not too narrow or too broad for the 4000 word limit of the extended essay

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What has already been written about this topic?

Is it easy to find sources of information?

Is there a range of different sources available?

If I want to collect my own data, is this feasible?

Is there a range of views and perspectives on the topic?

What interesting questions have started to emerge from my reading so far?

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Identify and Explore Topics within Your Subject Area

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Identify and Explore Topics within Your Subject Area

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Once you've chosen a subject area for your essay, the next step in the research process is to define what your research is going to focus on - the topic. This is the time to explore different topics and do some preliminary background research. Ultimately you will go from topic to research question.

From the IB Extended Essay Guide:

Research question

Students should identify a working research question early on but be prepared to change it as a result of their continuing research.

Researcher’s reflection space

Students should ensure they’ve set up their Researcher’s reflection space, in whatever format works best for them.

Preliminary reading

Students will find preliminary reading before they decide on their research question helpful. It will:

make them aware of what sources of information are available to them

form the basis of demonstrating their knowledge and understanding in context—criterion B.

Criterion B requires students to:

demonstrate how their own research fits into the wider subject area under which they are submitting it

justify why their particular topic is worthy of investigation.

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The research question is the heart of your essay.  It is not the same as your topic. Instead, the research question is what you want to find out about that topic.  It asks you to do more than just list your answers.  It forces you to take a stand, develop an argument and defend your position.

If you don't know much about your topic, you may actually need to spend a few days (or weeks!) doing research so that you can learn enough to be able to develop a good question.  The research question in the Extended Essay guides everything you do, so it is important to spend the time it takes to write a good one.

Source: IBO

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Initial guidance on research and writing

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Initial guidance on research and writing

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When researching the extended essay, students should follow the steps below.

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Analytical: Answering it requires you to prove a point and provide evidence, not just answer yes or no.

Arguable: There is more than one side to the issue.  You could argue for or against, and still have good points to make

Researchable: You can find enough good, authoritative material as evidence to support your claims

Focused: The question is broad enough to give you plenty to discuss, but narrow enough to allow you to do a thorough job.

Created by Jeri Hurd, Green Sky Library

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Worksheet to go step-by-step through developing a topic.

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Organizer helps you go step-by-step to developing a research question or thesis.

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The Writing Process

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Writing Consultations

Schedule a writing consultation/tutoring appointment at any location or register for our group programs with our online scheduler. Face-to-face (in-person), online (live video chat), and etutoring (emailed feedback) appointments available.
Schedule an Appointment
Locations

Krach Leadership Center (KRCH)

HSSE Library (Stewart Center)

WALC
Hours Info

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Schedule a writing consultation/tutoring appointment at any location or register for our group programs with our online scheduler. Face-to-face (in-person), online (live video chat), and etutoring (emailed feedback) appointments available. Schedule an Appointment Krach Leadership Center (KRCH) HSSE Library (Stewart Center) WALC Hours Info

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After reading student essays, IB examiners from individual subject areas compile a report of strengths and weaknesses they've observed. Reading these reports can help you avoid common mistakes and come to a better understanding of what makes a good extended essay.

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This version is in PDF. Please make a copy of it to use it.

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How to Recognize Plagiarism:Tutorials and Tests

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How to Recognize Plagiarism:Tutorials and Tests

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Learn how to recognize plagiarism, test your understanding, and earn a certificate.

To begin, watch this brief video of a teacher meeting with a student who has committed plagiarism.

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Welcome to the Indiana University Plagiarism Tutorials and Tests

Learn how to recognize plagiarism, test your understanding, and earn a certificate.

To begin, watch this brief video of a teacher meeting with a student who has committed plagiarism. Click on the one-minute video below.

Video too slow?
Click here for lower quality video.

Why is it important to avoid plagiarism?

The academic community highly values the acknowledgment of contributions to knowledge. When you properly acknowledge the contributions to knowledge made by other people, you are showing respect for their work. You are giving credit where credit is due. You are not misleading the reader to believe that your ideas and words are solely your own.

The disciplinary consequences of documented plagiarism at Indiana University (IU) can be severe. As a student you could receive a failing grade or be expelled from the university. In extreme cases, your degree could be revoked if plagiarism is discovered after you have graduated.

Thus, avoiding plagiarism is important -- both in writing and speaking. This instruction will help you to understand and recognize plagiarism.

How much time does it take to learn from tutorials and to take tests?

Expect to spend about 2 hours learning from this instruction and taking Certification Tests. Successful students typically divide their learning into 3 sessions of about 35 to 40 minutes each, viewing an average of 77 pages altogether. Completing a Certification Test usually takes 5 to 10 minutes. If you do not pass, feedback is provided about the kinds of mistakes you made. You can take as many Certification Tests as you want.
Click the link below to continue.
Next Page: Organization of this Instruction

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department of instructional systems technology

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How to Recognize Plagiarism: Welcome: School of Education, Indiana University Bloomington

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Learn how to recognize plagiarism, test your understanding, and earn a certificate. To begin, watch this brief video of a teacher meeting with a student who has committed plagiarism. Click on the one-minute video below. Video too slow? Click here for lower quality video. Why is it important to avoid plagiarism?

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The IB Extended Essay: Managing your Research Project

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The IB Extended Essay: Managing your Research Project

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This course has been created to support International Baccalaureate (IB) Diploma Programme students who are writing an extended essay.

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The course is designed to help guide International Baccalaureate students, who are working on their extended essay. You'll develop skills which you can apply to your extended essay, to help you succeed in this area of the IB.

These skills include: choosing and narrowing down a topic, identifying and analysing sources, developing an argument and time management. This course is aimed at being really useful for students embarking on the extended essay. But we've also designed it to be helpful for teachers who are supporting those students. Often, the skills of supervising an extended essay are different to the ones that we use every day in the classroom. This online course is going to help you think about and develop the skills that you need to produce an amazing extended essay. You can complete this course in your own time, at a pace that's convenient for you. Wherever you are in the world, you can access this course online at any time.

There are helpful videos and visuals to guide you through all the different sections and illustrate key concepts. There's also plenty of downloadable documents, which go into more depth and help consolidate your learning. The course is highly interactive. You'll be encouraged to test your own understanding and apply what you've learned to your own work as you go along. What's special about this course is that it's been developed by University staff, who are experienced in teaching research skills and working with International Baccalaureate schools and students. We wanted to create a useful course that meets the needs of students writing their extended essay.

So we've been working alongside experts, such as the International Baccalaureate Organisation, and talking with past and present IB students, to make this course as relevant and as useful as it can be.

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Writing the IB Extended Essay - Online Course - FutureLearn

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The course is designed to help guide International Baccalaureate students, who are working on their extended essay. You'll develop skills which you can apply to your extended essay, to help you succeed in this area of the IB. These skills include: choosing and narrowing down a topic, identifying and analysing sources, developing an argument and time management.

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Initial guidance on research and writing
Supervisors are recommended to advise their students on how to conduct research and write the extended essay, paying particular attention to the following key areas.

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Initial guidance on research and writing

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Supervisors are recommended to advise their students on how to conduct research and write the extended essay, paying particular attention to the following key areas.

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Ethical guidelines for extended essays research andfieldwork

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Ethical guidelines for extended essays research andfieldwork

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Before you settle on something, take some time to see what’s out there. Explore the library print collection (books and/or magazines), some open-ended websites, and a database or two

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EE handout 1 - Exploring big ideas and subject areas

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Please rate yourself on the following research skills. If you’d like to make comments about any skill, you are welcome to.

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The extended essay is among the largest independent tasks that Diploma Programme (DP) students tackle during their studies.

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The extended essay is among the largest independent tasks that Diploma Programme (DP) students tackle during their studies. The 4,000-word research paper, often seen by students as among the most daunting DP requirements, is unlike anything else IB students are asked to create. However, it develops critical organizational and research skills that students will use time and time again at university and their careers.

By the numbers

A sense of achievement, demonstrating organizational skills for employers, and getting a head start on university level writing were among the benefits cited by alumni in a recent study.

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The extended essay is among the largest independent tasks that Diploma Programme (DP) students tackle during their studies. The 4,000-word research paper, often seen by students as among the most daunting DP requirements, is unlike anything else IB students are asked to create.

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Writing a 4,000-word research essay in the last year of high school is a remarkable accomplishment for many reasons. But how valuable is it really? We completed some research of our own with almost 400 DP graduates to find out more.

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Writing a 4,000-word research essay in the last year of high school is a remarkable accomplishment for many reasons. But how valuable is it really? We completed some research of our own with almost 400 DP graduates to find out more.
The extended essay is highly regarded as a tool to help IB Diploma Programme (DP) students learn the critical thinking skills and processes associated with carrying out research, enabling them to move more comfortably into the realm of universities, colleges and careers. It can also be recognised as contributing to a person's capacity to discover for themselves the answers to the enduring questions-big and small-encountered during their life.

But in a time where search engines can respond in an instant and with increasing credibility, to just about any question you can dream up, can the process of conducting research still be considered as something that really matters?

According to the Oxford Living Dictionary, research is defined as 'the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions.' This implies that by digging deeper than just a quick question posed to Siri hints at an underlying thirst for new knowledge, and an enthusiasm to search for informed conclusions that can shape future decisions and actions. This aligns well with the IB's description of the extended essay as an endeavour that is 'intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen' (extended essay guide 2016). Perhaps a dry description, but it gives context to the efforts of students and their supervisors, who then bring the extended essay to life.

Here are some of our research highlights, from respondents who have now experienced college/university life.

More than 72% of respondents either 'agreed' or 'strongly agreed' that the extended essay was 'an academically significant part' of their DP experience. While statistics can tell us an interesting story, giving them a personal context enhances their interpretation. Bearing in mind that the aims of the extended essay are for students to:

engage in independent research with intellectual initiative and rigour;

develop research, thinking, self-management and communication skills; and

reflect on what has been learned throughout the research and writing process.

"Simply completing it was rewarding"

Many respondents reflected on the enjoyment and benefits of independently researching a topic of their own choice, coming to an understanding of "what professional research looks like and the work required to do it", while others enjoyed "working with a wonderful supervisor to learn about all the tools required for effective research".

"Transferability of skills"

Respondents referred to how transferable their extended essay skills were to their university context. Some learned "how to commit to a long-lasting research project, and reaping the benefits came in the form of knowing that "my research papers have been much better than they would have been otherwise".

"The ability to formulate arguments in a coherent manner and to be disciplined in writing

Drilling down into specific research and writing skills, respondents valued learning how to "elaborate on topics thoughtfully and articulately", and "hone skills in analysis and synthesis", while also appreciating the opportunity to find out "how to cite sources and write references in the correct academic style".

The workplace, and "understanding how to organise a long piece of structured writing"

'The process of refining the writing through editing drafts" was an important takeaway for one graduate and another said that her current job entails writing analytical reports and that 'the skills I gained from doing the EE have strongly contributed to the quality of my work'.

Struggle with other DP workload?

In other forums, students have described their struggle with managing the extended essay in conjunction with their other DP responsibilities and requirements, but alumni who participated in this survey, and with the benefit of hindsight, expressed a positive experience.

Typical responses referred to the worth of 'learning how to manage time in the context of a large project', and 'strengthening the skills of organisation and time management'. One respondent emphasised the importance of being supported in this endeavour by the presence of a well-designed extended essay schedule.

"Some years after leaving school, I still find myself citing my EE in conversations"

The long-lasting impact of the extended essay is captured in many reflections such as "the feeling of self-accomplishment remains to this day'. For some, the extended essay "sparked an ongoing passion for research", but perhaps the most poignant remark shared was one former student's reflection that researching and writing the extended essay had revealed 'that I am capable of more than I had ever imagined'.

"I am capable of more than I had ever imagined"

So, what next? How will we use this research?

Of course, as pleasing as this data is, there is room for improvement. Indeed, 35% of alumni surveyed said they found formulating a research question "too challenging" or "far too challenging", with approximately 20% having felt similarly challenged about the prospects of implementing a research and writing plan, constructing a reasoned argument, and synthesising information.

Overall feedback from our alumni affirms the view that the extended essay adds great value to the IB Diploma experience. The current curriculum review for the extended essay will, as always, seek to build on what is working well, find solutions for shortcomings, and explore innovative ways to enhance the achievement of outcomes, but it seems that there is already good reason to feel confident that the extended essay is doing its bit to bring a practical face to the IB mission to develop 'inquiring, knowledgeable' young people and encourage them to 'become active, compassionate, lifelong learners'.
Robin Julian is IB Curriculum Manager for the Extended Essay.

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Writing a 4,000-word research essay in the last year of high school is a remarkable accomplishment for many reasons. But how valuable is it really? We completed some research of our own with almost 400 DP graduates to find out more.

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The 8th edition of the MLA Handbook substantially changes how citations are formed.

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The 8th edition of the MLA Handbook substantially changes how citations are formed.

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All citations now follow one basic "core element" standard.