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The Complete IB Extended Essay Guide: Examples, Topics, and Ideas

International Baccalaureate (IB)

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

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

IB Extended Essay: Why Should You Trust My Advice?

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

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

What Is the Extended Essay in the IB Diploma Programme?

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

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

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

The IB Extended Essay must include the following:

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

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

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

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

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

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

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

Here are the topics covered in your viva voce :

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

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

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

What Should You Write About in Your IB Extended Essay?

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

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

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

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

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

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

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

#1: Write About Something You Enjoy

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Don't get stuck with a narrow topic!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

#6: Start Writing Sooner Rather Than Later!

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

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

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

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

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

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

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

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

• Criterion A: Focus and Method (6 points maximum)
• Criterion B: Knowledge and Understanding (6 points maximum)
• Criterion C: Critical Thinking (12 points maximum)
• Criterion D: Presentation (4 points maximum)
• Criterion E: Engagement (6 points maximum)

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

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

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

30-34	Excellent: A
25-29	Good: B
17-24	Satisfactory: C
9-16	Mediocre: D
0-8	Elementary: E

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

A	10.1%
B	24.4%
C	40.8%
D	22.5%
E	1.4%
N (No Grade Awarded)	0.7%

How Does the Extended Essay Grade Affect Your IB Diploma?

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

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

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

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

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

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

40+ Sample Extended Essays for the IB Diploma Programme

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

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

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Extended Essay: Language and Literature

• Step 1 - Choosing a Subject
• Step 2 - Choosing a Topic
• Step 3 - Draft a Research Question
• Step 4 - Finding Sources
• Step 5 - Evaluating Information
• Step 6 - Bibliography & Citation
• Step 7 - Organizing Information
• The Arts: Visual Arts
• Individuals & Societies: Business Management
• Individuals & Societies: History
• Individuals & Societies: Psychology
• Language Acquisition

Language and Literature

• Sciences: Biology
• Sciences: Sports, Exercise, and Health Sciences
• Interdisciplinary Papers: World Studies
• Assessment Criteria
• Research Questions
• Investigation

Extended Essays in Language and Literature

Choosing a topic.

• Categories 1 & 2

Categories 1 & 2

***Category 2 essays are the same as category 1, but they analyze works not written in English***

Language and Literature papers in categories 1 and 2 are focused on one or more literary works and can focus on original literary analysis, a particular literary topic, and/or established literary criticism.  

be a work you studied in class

Marriage in the novels of George Eliot	The portrayal of marriages as imperfect in   by George Eliot
Comedy in Shakespeare’s plays	The use of comic characters to explore serious issues in Shakespeare’s   and
Autobiographical details in	The role of autobiographical techniques and their effects on the reader in   by Nelson Mandela
A comparison of the main characters in   and	The importance of satire in the travels of the main characters in   and
A comparison of Shakespeare’s sonnets and   by Pablo Neruda	The treatment of the theme of love in a selection of Shakespeare’s sonnets and   by Pablo Neruda

NB: When investigating a film in category 2, the film must be analyzed for its literary value, not filmic. Filmic analysis is allowed in category 3.

Category 3 papers also analyze works, however they are not restricted to literary works! Topics in Category 3 emphasize the production and reception of texts in social, historical and/or cultural contexts. Essays that simply offer a general overview of a topic are not appropriate.

The influence of the media in shaping the view of female beauty	The use of language and image by UK fashion and beauty magazines  ,   and   to construct a particular body image for women
Successful political campaigns	The use of language and other persuasive techniques to confront the ideology of the United States by Malcolm X and other civil rights activists
Humor in	The use of humor by Kehlman in   to bridge the distance between the present day reader and his historic subject matter
Argentine protest marches	The use of different reporting methods by various newspapers to cover Argentine protest marches

Approaches to Research

Categories 1 and 2

**Category 2 essays are the same as category 1, but analyze works not written in English**

Primary research in Language and Literature may require close reading of one or more texts. Secondary research may also be necessary for information like historical context, biographical information,  and established literary criticism. Students should consider things like the effect of the work, the devices it uses, or the way it is written.

	Students can study a philosophical, political or social issue in a work of literature. However, the major focus of their essay should be the literary treatment of the issue.  Students should not use the essay solely as a vehicle for their own thoughts on the issue. Students must focus first on their analysis of the presentation of the author’s ideas. Then they can present their personal views on the way the author has treated the subject.
	Students should aim include existing literary criticism and their original ideas. An essay that simply repeats the views of established literary critics will not receive a high mark.

	The treatment of prejudice in  and		The portrayal of childhood in novels
	How far are the approaches to prejudice and discrimination different in   and  ?		In what ways, and to what purposes, do Nabokov’s   and Proust’s   evoke memories of childhood?
	The identification of types of prejudice in the novels and the selection of detailed incidents for close analysis. Some background research into 1950s America and Afghanistan between 1970 and the mid-1990s may be helpful in establishing a context for the argument and a comparative element to the discussion.		A close analysis of both works, with reference to existing literary criticism of both works, and others, as appropriate, some secondary sources for historical context, and some comparative element to the discussion

Students should give a focused analysis of the texts being considered. The approach should be balanced, coherently argued, use relevant examples to illustrated the point.

Examples of language in a cultural context

	Gender
	How has the portrayal of men in male grooming products changed from the 1980s to date?
	A careful analysis of the contexts and the devices employed in at least two specific advertising campaigns in the target language culture, with some comparative element to the discussion.

Examples of language and mass communication

	The use of persuasive language in motivational speeches
	By what means do Steve Jobs and Martin Luther King seek to inspire their particular audiences?
	A careful analysis of the contexts and the rhetorical devices employed in Steve Jobs’ Stanford University commencement speech (2005) and Martin Luther King’s “I Have a Dream” speech (1963), with some comparative element to the discussion.

Language and Literature Sources

Even students doing primary research will still need to reference secondary sources. These may include established literary interpretations or criticisms, biographical and/or historical information.

databases offer topic pages and the Topic Finder search feature.  This video will show you  .
databases have two features to help you find search words as well as topics and sub-topics. Use the "subject guide search" feature in   databases to help you find good search terms. . Use the "topic finder" to help you find good topics and sub-topics
Encyclopedia Britannica has lots of information, like any encyclopedia, but it also has a lot of information about sports and recreation, specifically.			Britannica also offers an extensive database of biographical information that is searchable based on era, nationality, field of work, and gender.
(vol. 311, 2012)	Provides biographical details on thousands of modern novelists, poets, playwrights, nonfiction writers, journalists and scriptwriters. Includes current writers as well as the most-studied literary figures of the early 20th century and authors from around the world. Information is provided by the authors themselves or drawn from published interviews, feature stories, book reviews and other materials provided by the authors/publishers.	(vol. 221, 2012)		A biographical and bibliographical guide to current writers in all fields including poetry, fiction and nonfiction, journalism, drama, television and movies. Includes the most recent data on the world's most-popular authors. Profile sketches are entirely revised and completely replace the original Contemporary Authors entries. Each volume contains approximately 250 writers.
(multiple volumes)	Provides critical overviews of the most-studied plays of all time periods, nations, and cultures. Includes discussions of themes, characters, critical reception, dramatic devices and traditions as well as cultural and historical context.	(multiple volumes)		Provides critical overviews of novels from various cultures and time periods. Includes discussions of plot, characters, themes and structure as well as the work's cultural and historical significance.
(multiple Volumes)	Provides critical overviews of short stories from all cultures and time periods. Includes discussions of plot, characters, themes and structure as well as the story's cultural and historical significance.	(vol. 92, 2021)		Provides biographical profiles of the important and influential persons of African American and/or black heritage. Covers persons of various nationalities in a wide variety of fields, including architecture, art, business, dance, education, fashion, film, industry, journalism, law, literature, medicine, music, politics and government, publishing, religion, science and technology, social issues, sports, television, theater, and others.

Essay Types

An extended essay in language and literature gives students an opportunity to do independent research into a topic of special interest to them within the subject. It is intended to promote advanced research and writing skills, intellectual discovery and creativity.

The essay is open to students who are writing in a language that they would be capable of offering as a language A

Studies in language and literature EEs are divided into three categories:

Studies of one or more literary works  papers are the same as Category 1, but use literary works written in a language other than English.

Studies in language based on one or more texts. Texts can be compared with a translated text originally written in another language.

Assessed Student Work

• An exploration of an aspect of the narrative voice in Vladimir Nabokov’s Lolita
• How did the World State government in Aldous Huxley’s Brave New World impact the individuality of the citizens residing in it?
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English Extended Essay: The Complete Guide for IB Students

by  Antony W

March 13, 2023

Group 1 Extended Essay subjects give IB students the opportunity to conduct independent research into a topic of interest in English, Language, and Literature.

Apart from promoting creativity and intellectual discovery, the subject group helps you to appreciate the value of advanced research and improve your writing skills.

In this guide, you’ll learn everything you need to know about English Extended Essay.

In particular, we will look at the definition of English EE, English EE categories, and some English Extended Essay topics to get you started.

English Extended Essay Categories

Category 1: language.

This category focuses on the analysis of some aspects of English.

Topics such as national language policies of English speaking countries, the influence of technology on English vocabulary, and use of dialects and ascents would fit into this category.

The primary sources of information for this category would be newspapers, interviews, and websites. You secondary sources would be articles and journals.

Category 2: Culture and Society

We divide Culture and Society further into two sub-categories.

In the first sub-category, the focus is on the effect of cultural change on a language in a particular issue on the use or form of the language itself.

In this case, your essay can focus on topic to do with gender, communities, or social groups.

For example:

• Does language reflect a shift in gender roles in the workplace?
• To what extend has the rise and use of slang among teenagers affected the English language?

Such are important and interesting questions that your Extended Essay can focus on if you choose to work on this sub-category.

The second sub-category focuses on artefacts. While this sub-category is general in its cultural nature, it must be specific to a country or community that speaks the language.

To research topics in this sub-category, you will have to use cultural artefacts, which can be visual documents (such as architectures and films), written documents (such as newspapers, articles, adverts, and magazines), spoken documents (such as interviews and screenplays), and fashion icons (such as food dishes or brands).

Category 3: Literature

This category of English Extended Essay is based on a specific work of literature wit text written in the English language.

How to Write English Extended Essay

Writing a 4,000-word essay takes time. You have to identify a topic of interest, develop a research question, determine what to base your research on, and find the right information to include in the essay.

In the following section, you’ll learn how to write a comprehensive English Extended Essay using an easy to follow, systematic approach – even if you think your topic of interest in the subject looks complicated.

Step 1: Pick a Topic of Meaningful Interest to You

Explore the topics and themes taught in you English class and pick one that’s not only of interest to you but also one you’d like to know more about.

Generally, the English EE topic you choose should:

• Be something you’re keen to investigate
• Allow you to formulate a relevant research question
• A subject that you can answer in 4,000 words

After identifying your area of interest and the topic that you would like to explore, it should be easy for you to develop a relevant research question to explore.

Step 2: Develop a Research Question

Many IB students fail Extended Essay because they get the research question part completely wrong. Quite too often, they choose narrow or broad topics that they can’t answer in 4,000 words.

You shouldn’t make the same mistake with your English Extended Essay. What you need is a workable research question with a clear focus that you can answer within the word limits of an Extended Essay.

To arrive at more concise topic to explore in your English Extended Essay, it’s best to employ relevant limiting factors to the broad topic.

For example, the theme “how technology and social media impact our lives” is obviously too broad because it doesn’t tell us what part or component of our lives social media affects exactly.

By applying limiting factor to this theme, we can come up with a more focused research question that will be easily to evaluate within the limits of the expected word count.

A question such as “ to what extent social media corrupted or contributed or corrupted the English language” would be an interesting and more specific topic to explore in your EE.

Step 3: Choose What to Base Your Research On

The third step to writing an English Extended Essay is to find relevant sources to support your research into the topic you selected in step 1.

Start by determine which English category you wish to base your Extended Essay on. That’s because there are minimum expectations when it comes to primary as well as secondary sourcing.

Step 4: Find More Information for Your Extended Essay

If you’ve ticked all the boxes in step one to three, schedule an appointment with your supervisor for more guidance on how to proceed further with your research project.

English Extended Essay Topics

You shouldn’t worry too much if you feel stuck on choosing the best topic for your English Extended Essay . We’ve put together a list of some topic ideas that cover different areas in literary themes, literature, and the English language.

English Extended Essay Topics for College and University

• Is the English a language of customs and traditions with no hard and fast rules unlike other languages in the world?
• How is the American English different from British English, and which one is superior to the other?
• Has globalization played a role in the development of the English language?

English Extended Essay Topics on English Poetry

• Was poetry a text of upper classes in English literature in the classical age and in the era of renaissance?
• Why are there fragmentation and lack of interconnectivity between the stanzas of poems in modern poetry?

English EE Topics on American Literature

• Do various American novels and other literary texts show how the American dream proves to be a complete failure?
• Why were slaves against the anti-slavery movement in the United States of America?

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

IB Extended Essay: Past Essays

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• Language & literature (language A)
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English a & b ee examples.

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Review Past Papers

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Extended Essay Support Site

Welcome to this free Support Site on the Extended Essay for the IB Diploma Programme . The content, created by  Brad Philpot  and John Royce, provides coordinators, supervisors, teachers and students access to student samples, writing tips, guidance and discussion groups. This site is developed independently from the IB.

Feel free to browse this Support Site as much as you need - a subscription is not needed. Please contact us for questions: [email protected]

• About the authors

Getting started

This section offers you a quick guide to the guide and some tips on how to get started. It is not presented as a replacement for the official guide, which can be found here .  Rather this section captures the essentials of the guide for students and supervisors who are looking to start this journey. 

• The journey
• Common misconceptions
• DOs and DON'Ts of the EE
• Topic, subject, question and title
• Interdisciplinary essays
• Approaches to learning

The Extended Essay is externally assessed by IB examiners. The following pages provide you with the assessment criteria , the grade boundaries , the TOK / EE matrix and tips on how to unpack the criteria. "Begin with the end in mind," as Stephen Covey famously said. It is recommended that you practice assessing extended essays, using these criteria, before writing an essay or submitting predicted grades to the IB. See the section with example essays. 

• Assessment criteria
• TOK / EE matrix
• Grade boundaries
• Criteria quiz

Supervision

The Extended Essay is written under supervision, meaning that every student has a supervisor . Supervisors are usually subject teachers of the subject in which the essay is registered. What are the roles and responsibilities of the student and supervisor ? What kinds of expectations can be set? What do realistic deadlines and timelines look like? This section explores the supervision process and the relationship between the supervisor and student. 

• Agreements and contracts
• Allocating supervisors
• EE Coordinator

The Extended Essay is an exercise in 'inquiry'. Inquiry is the art of identifying knowledge, framing questions and finding answers. It is a skill. One of attributes of an IB learner is being an 'inquirer'. The pages below focus predominantly on the early stages of research, in which you are identifying your aims, writing your research question and considering your methodology . 

• Research question
• EE proposal
• KWL diagram
• Methodology
• Unpacking questions
• Models of inquiry

The Extended Essay is a research paper. But what does 'research' look like? Where does it happen? How can you get good at doing research? Answers to these questions may be different for everyone. But some research skills are useful to all Extended Essays, such as the ability to gather data, organise notes and evaluate sources. These pages provide you with tips and activities to develop good research skills for your Extended Essay.  

• How research is assessed
• Primary and secondary sources
• Designing a search
• Research habits
• Evaluating sources
• Annotated bibliography

After hours of research and reflection, it's time to write the Extended Essay. This, however, is easier said that done. Most often notes evolve into paragraphs, outlines evolve into headings and quotations evolve into arguments. First drafts are often rough and you may stumble upon game-changing ideas late in the process. Here are few pages to guide you through the writing and reviewing processes. 

• Essay structure
• The introduction
• Coherent paragraphs
• Concise writing
• Connectives
• Presentation
• Citing sources

It is recommended that students maintain a Researcher's Reflection Space ( RRS ) or journal as they engage in inquiry, conduct experiments, take notes or build a bibliography. After submitting the essay, each candidate must complete and submit a Reflections on Planning and Progress Form ( RPPF ). The pages below offer candidates and supervisors guidance on the RPPF . The RRS is explored in the section on research. 

• RPPF questions
• Useful RPPF phrases
• An RPPF with examiner comments

Example essays

To better understand the scope and nature of Extended Essay, it helps to read a few examples. Each example below is accompanied by a list of tips to consider when writing about the subject under which is was registered. Mark an example essay from your subject area, applying the assessment criteria , before reading the examiner's comments and marks that are provided. 

• History - Khmer Rouge
• Visual art - Klee
• Biology - Smoking

Course Dashboard

The IB Extended Essay: Topic ideas and research Questions

• Details of the EE
• Topic ideas and research Questions
• Subject Guides & documents you need
• Writing a research paper
• Check the list of available subjects  here
• Read the IB's criteria for your subject
• Read an exemplar essay in your subject
• Decide on a topic within this subject
• This means you will need to do some research!
• During the first meeting with your advisor, discuss the research you've done, your ideas, and the requirements for your subject.
• Your revised research question proposal is due May 16.

Adapted from O'Farrell, Finbar.  Approach your assessment the IB Way: Extended Essay.  pg. 13

Examples of marked EEs in all subjects

• From the IB website Have a look at the specific subject you plan on writing your EE for a marked example. You will be able to identify what you need to be successful.

Design Technology

• Guide on writing an EE in DT The pdf explains everything clearly and is full of ideas and topics to write about.

Question: Has the introduction of new materials improved the performance of modern racing bicycles?

  Question:  What are the most ethical and efficient methods--through current technologies--private organizations can use to make Mars habitable for Human life?

History or Geography

Question : In what ways did the Cold War impact American public education? Question:   To what extent have Maori non-violent struggles for their land been effective? Question: How could the UN intervention in the Rwandan genocide be justified?  Question :Is it politically possible for the US government to win the drugs war? (Politics)

Question:  How are the depictions of Marie Antoinette in politics and portraiture significant to the French revolution and the fall of the French Monarchy? 

Question:  To what extent was film able to further pro-Nazi sentiment in Germany during the early 1930s to mid 1940s?

Question:  To what extent were the Vietnam War and cultural shifts occurring in the 1960s and early 1970s vital factors in the development of the student activism on college campuses in the United States and abroad?

Question:  To what extent was Matthew Perry’s 1853 arrival in Edo Bay the leading motivator for Japan’s rapid modernization during the Meiji Restoration?

Question:  What made the Federal Theatre Project such a success when after only four years of operation it was disbanded by the House of un-American Activities Committee?

Question:  To what extent were Kepler’s scientific discoveries revolutionary and how did they impact the development of science in Europe in the 16th and 17th centuries?   

Question:  In what ways did the Hitler Youth organization impact the youth of Nazi Germany?

Question:  How did the works of classical Greek philosophers influence the domestic policy of Thomas Jefferson?  

Question:  How did the Bushido Code influence the meaning of tattoos in Asian culture?

Question:  In what way did the Catholic Church affect politics in the Kingdom of Spain during the Dark Ages?

Question:  What are the impacts of melting ice in the North and South Poles on the coastlines of the continental United States?

English EEs - ideas for Language and Literature

The EE Guide says the following on p 112 (EE Guide 2018, revised Jan 2017) - remember EACH subject has their own EE guides too.

   Quote The EE may relate to work students have already completed during the course, but they must also demonstrate relevant wider reading and individual study. It is the responsibility of the student to ensure that the topic of their EE does not overlap with any other work they are preparing for assessment in language A—for example, the written assignment in the literature course, or the written task in the language and literature course.   

Question:  How did Eugene Gladstone O'Neill express the themes of family relationship and sadness in his work Long Day's Journey Into Night?

Question:  How does the writing of Japanese horror artist and novelist Junji Ito contrast with the writing of American horror novelist Stephen King?

Question:  How do the final movies of the Harry Potter series compare to the final book? What has been changed or depicted differently in terms of characterization and storylines?

Sport Science

Question:  How does age affect the process of instant muscle reaction?

Economics or ITGS

Question:  What impact does public healthcare have on low income households in the United States compared to those in Canada?

Question:  To what extent has deforestation influenced Indonesia's economic and environmental growth?

Physics, Chemistry or Biology Ideas

Question:  How have climate change and forestry practices contributed to the spread of the mountain pine beetle in the Pacific Northwest in recent decades, and what does the outbreak show us about the ecological intricacies of climate change? 

Question:  What evidence is there to support the theory of life on Mars?

Question:  How does the DNA sequence of a transthyretin (TTR) gene affect whether Familial Amyloidotic Polyneuropathy (FAP), Familial Amyloidotic Cardiomyopathy (FAC) or Senile Systemic Amyloidosis (SSA) form?

Arts - Visual/Performing

Question : What female stereotypes did Brecht employ in his plays, and how can these be compared and contrasted in performance, based on an analysis of a selection of Brecht's plays? Question : Picasso: individual genius or cultural thief? 

Question:  How does Rachmaninoff apply thematic development in his composition, Rhapsody on a Theme of Paganini ?

Question:  How do the Peanuts comics, written by Charles Schultz, show visual language?

Question:  How did the casting of the leading lady in Cole Porter's Anything Goes affect each production on Broadway?

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Here you will find examples of real student HL Essays. Take a read and, using the marking criteria, grade them. You can compare your marks with those of the examiner.

Student Samples

The Characterization of Luis Alberto Molina through the use of Films, Dialogue and Stream of Consciousness in Manuel Puig’s Kiss of the Spider Woman 

Luis Alberto Molina, commonly referred to as Molina, is arguably the most fascinating and captivating character in the prose novel Kiss of the Spider Woman, written by the Argentine author Manuel Puig. The novel, first published in its original Spanish in 1976, revolves primarily around the relationship between two convicts in a Buenos Aires prison, presumably during the military dictatorship of the late 1970s: Molina, a homosexual cross-dresser imprisoned for sexual perversion, and Valentin, imprisoned and tortured for being a member of a Marxist resistance group. Puig employs several narrative techniques to reveal the intrinsic nature of Molina’s character while confined in a cell with an initially hostile companion. Firstly, Molina frequently submerges the reader into the realm of film, as he narrates several romantic films throughout the novel, the most significant being the 1942 film Cat People and one described as Nazi Propaganda. The films express Molina’s longing for escapism and his mannerism. Secondly, the author’s use of unmarked, outer dialogue establishes Molina’s self-identity. Furthermore, the dialogue portrays Molina in relation to Valentin, as the two develop a strong bond throughout the novel, to the point where they share complete intimacy and engage in sexual activities. Lastly, Puig’s use of stream of consciousness writing provides vital insight into Molina’s internal conflicts and reveals his true identity as a spy. 

The author employs films narrated by Molina as a medium through which his character is introduced to the reader and developed throughout the novel. In order to combat boredom and help pass the time, Molina vividly narrates the plots of several movies, often embellished with romance. As the films are presented through Molina’s eyes, they give vital insight into his perception of the world around him. The novel begins with Molina describing the appearance of the main protagonist of the film Cat People: Irena, a Romanian immigrant who fears she will turn into a panther if a man kisses her. In the film, she falls in love with a charming architect, who takes on a protective role and attempts to take away her fears. Molina goes into great detail, stating that “[her] face, [is] more oval than roundish, […]” (1) and that her hair is “ […] cut in bangs […], and is down to the shoulders, […], with little curls at the end too, almost like a permanent wave.”(1). This vivid description portrays Molina as a man who admires feminine features. Throughout the narration, Molina pays special attention to fashion, decorations in homes, and romance, highlighting his obsession with escaping into fantasy worlds. This message is further reiterated when Valentin “break[s] the illusion” by criticizing Molina’s narration, to which he responds that he would rather have “the panther woman’s boyfriend to keep [him] company instead of [Valentin].” (17). Additionally, the film is riddled with symbols of femininity and masculinity, which Molina sympathizes with. When asked by Valentin who he relates to in the film, he reveals that he identifies with Irena, as “[…] She’s the heroine,[…] Always with the heroine.” (25). This shows Molina’s desire to be the hero of his own life story. This foreshadows the ending of the novel, where Molina dies in an attempt to deliver information to Valentin’s resistance movement. Furthermore, Molina strongly connects with the pipe-smoking architect, due to him being “ […] the gentle type, and understanding.” (17). This subtly hints towards Molina’s submissiveness, as he desires a partner that protects him like the architect protects Irene. The second film follows the story of a French woman who falls in love with a Nazi officer and is forced to spy on him for the French resistance. While Valentin is quick to point out that the film is portraying the nazis as the saviors of Europe and calls it “Nazi junk”, Molina decides to ignore him, stating that “The film [is] divine, and for me, that’s all that’s what counts.” (78). Molinas unwillingness to see past the superficial glamour of the film and recognize that it intends to vilify the french resistance furthers the notion of Molina’s disconnect from a hostile society and his need to escape into fictional, romantic scenarios. Additionally, the themes of espionage and betrayal in the second film foreshadow the revelation that Molina is a spy for the prison warden, and has been promised early release if he extracts information on Valentin’s resistance movement. Consequently, the films are key to decipher Molina’s personality as they display a disconnect from reality and give insight into his feminine nature. 

Traditionally, novels are told by a narrator who exists either inside (internal) or outside (external) the story’s universe. What sets the novel apart from others is the fact that the author omits an external narrator entirely, using outer dialogue between the two characters to reveal Molina’s character. This narrative device effectively places the reader into the head of Molina and provides information about his self-identity. Furthermore, the change in dialogue from one character to another is indicated solely by a dash, forcing the reader to, at times, deduce who is speaking solely by their diction. When Valentin brings up Molina’s tendency of escapism and mocks his femininity, Molina retaliates, exclaiming that “You’re all alike, always coming to me with the same business.” (19), expressing his anger towards the society that rejects him. Molina continues by saying that “If a woman’s the best there is, […] I want to be one.” (19). This powerful phrase is the first glimpse the reader gets of Molina’s identity, as it becomes clear he doesn’t consider himself a stereotypical, masculine man. Once Valentin opens up to Molina about his relationship with his girlfriend, Molina reciprocates, revealing he is in love with a heterosexual waiter named Gabriel. Molina perceives Gabriel as a “real man” due to him being “elegant, […] soft and masculine.” (61). When asked about his definition of masculinity, he responds by stating “[…] it’s knowing what you want, where you’re going.” (61). The reader automatically recognizes that Molina doesn’t fit his own definition of masculinity, as he pursues the impossible goal of living with Gabriel, despite him being married. Furthermore, when talking about himself in the third person, Molina calls himself a “woman”, stating that “[…] when it comes to him, I can’t talk about myself like a man, because I don’t feel like one.” (60). This reveals Molina’s self-identity as a stereotypical female and accordingly, his attraction to a “real man”.Therefore, the author’s choice to employ outer dialogue between the prisoners is effective in refining Molina’s character as the device forces the reader to see things from his perspective, simultaneously allowing for a great deal of personal interpretation due to the first-hand narration. 

A third narrative technique that Puig employs to great effect is stream of consciousness writing. The device, meant to give the reader an insight into Molina’s disturbed state of mind, is used extensively throughout chapter 5 (96-112), where Molina privately pictures the plot of a third movie while Valentin studies politics. In the stream of consciousness writing, several of Molina’s thoughts help the reader understand his internal conflicts. Firstly, Molina’s resentment towards the society that loathes him is once again shown when he thinks: “[…] it feels so bad when someone gives you a black look, […] or when they refuse to look at you all together.” (105). This is strongly contrasted by feelings of guilt, which is expressed when he thinks of his sickly mother, whom he fears will die of a broken heart due to having a son “steeped in vice” (105). In the next few sentences, the reader gets a glimpse into an emotion once thought impossible by the sensitive, gentle character: rage. When Molina reflects on the judge that was determined to bring on him “[…] the full weight of what the law permitted […]” (106) and his mother’s horrified reaction, he becomes furious:“[…] if he dared to say one stupid word about her, I would kill the son of a bitch […]” (106). Towards the end of the passage, Molina thinks about the promise the warden gave him of a reduced sentence, giving the reader the first clue that he is a spy. The stream of consciousness section is therefore vital in the portrayal of Molina’s character as the reader interprets his potential for violence as the ultimate expression of affection towards his mother, as well as emotions such as resentment, rage and guilt. 

In conclusion, the narrative techniques mentioned above combine synergistically to give Molina his charismatic, romantic, and conflicting character. The films ‘told’ by Molina are central to the construction of his identity as they reveal his disconnect from reality and his feminine personality. The author’s use of outer dialogue adds to Molina’s characterization as his communication with Valentin reveals his self-identity. Finally, Puig’s use of stream of consciousness writing displays conflicting emotions that plague Molina. The construction of Molina’s character is vital as he is central to the plot of the novel and challenges the readers perception on homosexuality, gender expression and identity. 

Puig, Manuel, and Thomas Colchie. Kiss of the Spider Woman. Vintage International, 1991. 

Bibliography

Cat People. Directed by J. Tourneur, RKO Pictures, 1942.

Examiner's Marks

The motif of death and the interconnection between the Netflix series  13 Reasons Why  and the novel  Crossing the Mangrove

Word Count: 1500

Bibliography:

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Extended Essay (First Exams 2018): Examples of Extended Essays

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Samples from the IBO

The IBO publishes two volumes of  50 Excellent Extended Essays , covering all Diploma Programme groups -- and all scored a top A grade.

Click on the link below to access PDFs of the essays. 

50 Excellent Extended Essays

All 50 essays are also available in electronic form in the QD Library on the iPads.  Look for the display at the circulation desk. The essays are found in the iBooks app. The iPads are available for check out at the circulation for periods of 30 minutes at one time.

Recently, the IBO has produced another list of exemplars with marks. Click on the link below to access this:

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How Has The Standard Of Maternal-perinatal And Under 5 Healthcare In The Public Healthcare Sector Of Kenya Been Influenced By The Policies Being Implemented By The Kenyan Government

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Discover How Game Theory, Vectors, And Algorithms Revolutionize Modern Chess Engines For Unmatched Strategy And Precision. Dive Into The Mechanics Of Chess Mastery!

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Discover How American Psycho Depicts The Influence Of Environment On Toxic Masculinity Through Patrick Bateman's Characterization In This Sample IB English A LAL SL EE.

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Extended Essay

• Mathematics
• Studies in language and literature
• World studies extended essay
• Visual arts
• Language Acquisition

Studies in language and literature Sample A

Extended Essay: Exemplar Commentary
Subject	English	If applicable, theme for WSEE
If applicable, category for language essays	Cat 1	If applicable, subjects used for WSEE
Title of essay	How is light used to depict the course of the Wingfield family’s hope in Tennessee Williams’ The Glass Menagerie?
Essay number	A	Examination session
Assessment of extended essay
Criteria	Mark awarded	Commentary
A: Focus and method [6]	6	The essay is a good example of work which meets the requirements of the top level (5-6) of achievement in this criterion. The research topic is effectively communicated and the purpose and focus of the research is clear. In addition, the candidate has made an effective selection of source material in support of her answer (especially the inclusion of the lighting photos, gleaned from various stage productions and reproduced in color in the appendices). The methodology of the essay is firmly focused on an exploration of dramatic technique used by Williams and how this is used to support both the meaning of the events of the play and intensify its tragic outcome. This sophisticated approach in particular justifies the mark of “6” for this criterion.
B: Knowledge and understanding [6]	6	Knowledge and understanding of the way lighting techniques are used by Williams to represent and/or symbolize both hope and the lack of hope is excellent, and sources are used effectively and with understanding throughout the discussion. Subject-specific terminology—especially important in an essay of this nature—is confidently employed to support the points made, and includes references to concepts such as “plastic theatre” coined by Williams himself to describe his stagecraft techniques. The candidate’s confidence in selecting examples from the text to illustrate her ideas and demonstrate her understanding merit a mark of “6” here also.
C: Critical thinking [12]	10	The research is analysed effectively and remains clearly focused on the research question. Conclusions to individual points of analysis are effectively supported by the evidence—for example, when “tracking” the upsurge of hope, or conversely, the regression into despair and disillusionment in a particular scene. A clearly structured and reasoned argument is supported by a strong final conclusion. The importance of Williams’s stage directions is acknowledged and the candidate pays careful attention to the fact that through these, Williams controlled the lighting scheme to eg reproduce the effect of a religious painting “where the figures are radiant in an atmosphere that is relatively dusky.” The essay as a whole merits a place in the top band of achievement for this criterion (10-12). However, a few further examples or quotations from the play and, in places, a more detailed discussion of context would have helped the candidate to explore her topic still further, and thus a mark of 10 has been awarded.
D: Presentation [4]	4	The formal presentation is good and the structure and layout support the reading, understanding and evaluation of the EE. Full color copies of the stills from the stage productions are helpfully supplied as appendices and provide visual aids to the discussion.
E: Engagement [6] (not included)	3	The reflections are quite pedestrian compared to the quality of the essay. There is some recognition of skills development but overall is quite descriptive.
Total marks awarded	26/34	An excellent example of a candidate who really examines the play as a play, with careful attention being paid to a key element of the staging and its contribution to the meaning of the theatrical experience. There are well-argued and expressed ideas throughout.

Studies in language and literature Sample B

Extended Essay: Exemplar Commentary
Subject	English	If applicable, theme for WSEE
If applicable, category for language essays	Cat 2	If applicable, subjects used for WSEE
Title of essay	To what extent were women’s rights marginalized through the misuse of religious texts by the theocracies present in the novels Persepolis by Marjane Satrapi and A Handmaid's Tale by Margaret Atwood?
Essay number	B	Examination session
Assessment of extended essay
Criteria	Mark awarded	Commentary
A: Focus and method [6]	5	The research question is clear and there is some evidence of an informed selection of sources. The structure of the essay, however, means that these are not always appropriately used in the sub-headings, and this hinders the effective communication of the issue as a consequence (see further comment under criterion D, below). Thus, whilst the essay achieves the overall standard for the top mark band, it merits a “5” rather than a “6” under this criterion.
B: Knowledge and understanding [6]	5	The selection of source material is clearly relevant and applicable to the research question. A sound knowledge of the topic under discussion is demonstrated, although more direct quotation from both texts would have provided more detailed evidence for this. In terms of genre, some acknowledgement that as a graphic novel, Persepolis relies heavily on its illustrations—and therefore the candidate is not comparing “like-with-like” as if the texts chosen were both novels—would also have been appropriate here (see further comment below). Persepolis can also be regarded as a memoir, rather than a completely fictional work such as A Handmaid’s Tale. Because of these reservations, once again the appropriate mark would be a “5” rather than a “6” under this criterion. The use of subject-specific terminology is good.
C: Critical thinking [12]	8	A mark in the middle of the 7-9 mark band seems appropriate here. The research is analysed in a way that is clearly relevant to the Research question and conclusions to individual points are supported by the evidence, although, once again, more direct references to the texts would have illustrated this in more depth. The essay clearly shows the manipulation of women through male-dominated groups, with some religious relevance. The essay occasionally shows “misuse of texts”, but this could have been strengthened by better, more directly apposite use of the religious epigraphs, whose purpose is not always clearly identified or explained. As indicated above, examples of the graphics used in Persepolis, especially in the discussion of Islamic strictures on dress (and as compared to Offred’s red uniform as a handmaid), would have added to the candidate’s argument. The final conclusion is consistent with the evidence presented in the essay, which has been critically evaluated.
D: Presentation [4]	3	The formal presentation is good and the structure and layout generally support the reading, understanding and evaluation of the EE. As mentioned above, the use of religious epigraphs is not always clearly explained, and thus the focus of the chapters are unclear, hindering the reader’s ability to “navigate” through the essay in terms of following the argument, and meriting the award of a “3” rather than the top mark of “4” for this criterion.
E: Engagement [6] (not included)		The assessment of an accompanying RPPF will affect the overall mark awarded and the grade achieved.
Total marks awarded	21/28	Although the candidate has chosen to concentrate largely on the two primary texts and relevant extracts from religious texts despite a range of critical reading being available on her chosen topic, her discussion is nevertheless both interesting and informed. Relevant aspects of the primary texts are compared and contrasted directly (rather than the essay being structured to deal with one, and then the second, as discrete entities) and as a result the analysis sheds new light on the issue of the manipulation of women as portrayed in both theocracies. Overall, the essay can be placed securely in the middle of the 19-23 grade band. Please note: as a result of modifying existing extended essays for illustrative purposes, not all exemplars have an accompanying RPPF for assessment under criterion E (this is a mandatory element for all essays as of 2018). As a result, this essay has been marked out of 28 rather than 34.

Studies in language and literature Sample C

Extended Essay: Exemplar Commentary
Subject	English	If applicable, theme for WSEE
If applicable, category for language essays	Cat 3	If applicable, subjects used for WSEE
Title of essay	To what extent do the confessions of public figures have the purpose of using language and structure to manipulate audience response?
Essay number	A	Examination session	May 2014
Assessment of extended essay
Criteria	Mark awarded	Commentary
A: Focus and method [6]	6	The introduction offers a clear rationale for the exercise. The research question is clear and addresses an original and intriguing area of research into a specific type of public address. The purpose and focus of the exercise are both confidently explained and an interesting range of academic sources and methods has been employed (see further comments below). The essay satisfies all three strands at the 5-6 level of achievement, and merits the higher mark in this band.
B: Knowledge and understanding [6]	6	Academic and other sources are used in an appropriate blend, including the theories of Benoit and Todorov concerning the structure and audience of the speech under discussion. Subject specific terminology is employed confidently throughout and overall an excellent knowledge and understanding of the candidate’s chosen topic is demonstrated. Once again, a mark at the higher end of the third level of achievement can be awarded.
C: Critical thinking [12]	12	The speeches are analysed effectively, maintaining the focus on the use of emotive language and other linguistic “tricks” and devices to elicit sympathy (or other emotional responses) from the audience. In addition, the results of the word-choosing exercise in Appendix 2 and the production of the word clouds in Appendices 3 and 4  support the effective analysis of the research and provide evidence for the candidate’s conclusions to individual points of analysis within the essay. The summative conclusion reflects the evidence presented, and the research has been critically evaluated. A different approach – but one obviously discounted by the candidate at his planning stage  – might have been taken, referring in addition to the body language of Clinton and Woods in their respective broadcasts and audience/ press response to their apologies. Within the chosen scope of this essay, however, it is difficult to see how the critical thinking could have been bettered; as a research paper produced by an 18-year-old it merits the top mark in the 10-12 achievement level.
D: Presentation [4]	4	The formal presentation is good and the structure and layout support the reading, understanding and evaluation of the EE. The transcript of the two speeches (including the candidate’s working notes) in appendix 5 was a helpful addition for the reader.
E: Engagement [6] (not included)		The assessment of an accompanying RPPF will affect the overall mark awarded and the grade achieved.
Total marks awarded	28/28	Summative comment A really interesting, well written essay demonstrating some serious research, a strong sense of engagement with the topic and an excellent application of skills from the Language and Literature course. Instead of selecting texts from the more usually-chosen area of inspirational speeches, the candidate has cleverly changed the focus to situations where a speaker might employ rhetoric to very different effect; public confessions are – as stated in the introduction – “a novel exercise in audience manipulation”. The use of language is lucid and articulate throughout.   Please note: as a result of modifying existing extended essays for illustrative purposes, not all exemplars have an accompanying RPPF for assessment under criterion E (this is a mandatory element for all essays as of 2018). As a result this essay has been marked out of 28 rather than 34.

Studies in language and literature example

• Studies in language and literature exampleA_RPPF
• Studies in language and literature sample A
• Studies in language and literature sample B
• Studies in language and literature sample C
• Last Updated: Oct 14, 2021 3:31 PM
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Useful resources

The International Baccalaureate® (IB) provides several resources for IB World Schools. These include support materials for the extended essay. 

Items in the IB store  are available to everyone. Publications include:

• 50 more extended essays , a DVD of essays submitted in the DP that all fulfil the requirements for an ‘A’ grade in the current syllabus
• The Extended Essay Guide , a free material in the Programme Resource Centre (PRC), which requires a log-in given to IB World Schools
• 10 monografias excelentes,  a digital document looking at model extended essays in Spanish.

Through the  programme resource centre,  educators in IB World Schools can access digital versions of many IB publications related to the extended essay.

These materials in the programme resource centre , which are only available to IB World Schools, are free.

If you already work at an IB World School, you should have access to the PRC. Please request log-in details from the programme coordinator at your school.

Extended Essay Essentials

• Individuals and Societies
• Interdisciplinary
• Mathematics

Contact Your Librarian

Trish Pearson

she/her/hers

[email protected]

What's in this guide?

In this guide, you will find essential documents for writing the EE in the following subjects

• Language and Literature

Language Acquisition

Essential documents include Subject Specific Guidelines and Sample Essays for each of the Languages essays.

Language & Literature

• Language and Literature Subject Specific Guidelines - A short guide on how to write the Language and Literature EE
• Score Reports - See what students did (and did not do well) in these short reports from the chief examiner.
• Sample Papers - Read sample EE papers provided by IB and see how they scored.

Introduction to the EE in Language and Literature

From the Guide:

An extended essay (EE) in studies in language and literature gives students an opportunity to undertake independent research into a topic of special interest to them within the subject. It is intended to promote advanced research and writing skills, intellectual discovery and creativity. The essay is open to students who are writing in a language that they would be capable of offering as a Language A. It must be written in the language for which it is registered. Students must  not  submit a Group 1 EE in their Group 2 language.

Studies in language and literature EEs are divided into three categories:

• Category 1 - Studies of one or more literary works originally written in the language in which the essay is presented.
• Category 2 - Studies of a literary work or works originally written in the language of the essay compared with one or more literary works originally written in another language. (The work originally written in another language may be studied in translation.)
• Category 3 - Studies in language based on one or more texts originally produced in the language in which the essay is presented. Texts can be compared with a translated text originally written in another language.

For more detailed information about the Language and Literature EEs see Studies in language and literature: An introduction . This document contains information on:

• Topic Selection
• Literature Review
• The Research Question
• Research Methods
• A Framework for the EE in Language and Literature

Other essential documents for the EE in Language and Literature:

• Language and Literature Subject Specific Guidelines  - A short guide on how to write the Language and Literature EE
• Score Reports  - See what students did (and did not do well) in these short reports from the chief examiner.
• Sample Papers  - Read sample EE papers provided by IB and see how they scored.
• Language and Literature Subject Specific Guidelines
• 2021 Language and Literature Score Report - English A
• 2018 Language and Literature Score Report - English A
• 2021 Language and Literature Score Report - Chinese A
• 2018 Language and Literature Score Report - Chinese A

• Language Acquisition Subject Specific Guidelines - A short guide on how to write the Language Acquisition EE
• Sample Papers   - Read sample EE papers provided by the IB and see how they scored.

Introduction to the EE in Language Acquisition

And extended essay (EE) in language acquisition gives students an opportunity to:

• develop their awareness and knowledge of the target language they are studying
• demonstrate their understanding of the culture associated with their target language.

The essay requires students to carry out research based on:

• texts (taken to be any meaningful piece of spoken or written language, e.g. an article, a book, a play, a poem), or
• specific cultural artifacts, e.g., works of fine art, architecture, films, radio or television programmes, or lyrics from popular music.

The essay is intended for students who are studying a second modern language. It must be written in the language for which it is registered (the target language) and focus on matters related to the target culture. Students may  not  write a language acquisition EE in a language that they are studying for the Diploma as a language A literature, or language A studies in language and literature. Students are assessed on the basis of their skills in research and analysis, not their language proficiency.

For more detailed information about the Language Acquisition EEs see Studies in Language Acquisition . This document contains information on:

• A Framework for the EE in Language Acquisition.
• Language and Literature Subject Specific Guidelines  - A short guide on how to write the Language Acquisition EE
• Language Acquisition Subject Specific Guidelines
• 2021 Language Acquisition Score Report - English B
• 2018 Language Acquisition Score Report - English B
• 2021 Language Acquisition Score Report - Chinese B
• 2018 Language Acquisition Score Report - Chinese B
• 2021 Language Acquisition Score Report - Spanish B
• 2018 Language Acquisition Score Report - French B
• 2021 Language Acquisition Score Report - German B
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• Last Updated: Mar 26, 2024 1:52 PM
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Extended Essay: Group 2: Language Acquisition

• General Timeline
• Group 1: English Language and Literature

Group 2: Language Acquisition

• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts
• Interdisciplinary essays
• Six sub-categories for WSEE
• IB Interdisciplinary EE Assessment Guide
• Brainstorming
• Pre-Writing
• Research Techniques
• The Research Question
• Paraphrasing, Summarising and Quotations
• Writing an EE Introduction
• Writing the main body of your EE
• Writing your EE Conclusion
• Sources: Finding, Organising and Evaluating Them
• Conducting Interviews and Surveys
• Citing and Referencing
• Check-in Sessions
• First Formal Reflection
• Second Formal Reflection
• Final Reflection (Viva Voce)
• Researcher's Reflection Space (RRS) Examples
• Information for Supervisors
• How is the EE Graded?
• EE Online Resources
• Stavanger Public Library
• Exemplar Essays
• Extended Essay Presentations
• ISS High School Academic Honesty Policy

From IB Subject Specific Guide   

  Overview 

  A group 2 Extended Essay is intended for students who are studying a second modern language. Students may not write a group 2 Extended Essay in a language that they are  offering as a language A for their diploma.

There are 3 categories of group 2 Extended Essays:

• Category 1—Language • Category 2—Culture and society (a or b) • Category 3—Literature.

Students should put the category in which they have presented their essay alongside the subject in which it is registered on the cover sheet of the extended essay, for example,

English B Cat: 2 (b); German B Cat :3; Spanish B Cat : 1.

A group 2 Extended Essay provides students with the opportunity to develop their awareness and knowledge of the language studied, and their understanding of the culture concerned. This is achieved by enabling students to pursue their interest in the language through research based on texts (taken to be any meaningful piece of spoken or written language, for example, an article, a book, a play, a poem) or on specific cultural artifacts (such as works of fine art or architecture, films, radio or television programmes, or popular music).

The Extended Essay must be written in the language for which it is registered (the target language). It must be focused on matters related to the target culture. The Extended Essay is a research essay and the assessment criteria emphasize the importance of research skills rather than linguistic proficiency. Although a certain level of ability in the language is obviously desirable in order to undertake a group 2 extended essay, fluency is neither a prerequisite nor a guarantee of success. In fact, students who are fluent in the language but who do not demonstrate the required research skills will definitely achieve a lower mark than students who are less fluent but who fulfill the other assessment criteria.

Choice of Topic

As indicated in the ”Overview” section, a group 2 extended essay aims to develop students’ knowledge and understanding of the target language and culture. Any proposed topic that will not further that aim should be rejected. The essay should consist of the study of an issue in one of three categories: language, culture and society, or literature. Combinations of these are also permissible. Each category has specific requirements that are described in this section. In addition, students should ensure that their topic:

• is worthy of investigation. For example, “Does tourism have a future in Switzerland?” or “Is the wine industry an important source of income for France?” would be too trivial for an essay of 4,000 words.

• is not too broad and allows for an effective treatment within the word limit. Topics such as “Racism in France”, “The theatre of the absurd”, or “A history of the French language” would need to be given a sharper focus.

• provides them with an opportunity to develop an argument and to demonstrate critical analysis and personal judgment rather than just knowledge. Topics that are merely descriptive or narrative, or that only summarize secondary sources (such as “French cheeses”, “The Provence region”, “The events of May 1968 in Paris”), should be avoided.

In each category the examples given are for guidance only .

Category 1 - Language

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

Topic	Language laws in Quebec
Research question	To what extent has Bill 101 contributed to increasing the prevalence of the French language in Quebec?
Approach	An investigation into the effect of Bill 101 on the status of the French language in Quebec.

Topic	Foreign words (gairaigo) in Japanese
Research question	Do young people use more words of foreign origin than older people?
Approach	A survey of younger people and older people. Results are compared for knowledge of foreign words, frequency of their use and attitude towards their use.

Topic	Alternative use of the forms “vos” and “usted” in the Spanish of the Rio de la Plata (River Plate) region
Research question	To what extent have differences between formal and informal usage disappeared from the language used in the Rio de la Plata region?
Approach	An investigation into the language of young people from Buenos Aires in the Rio de la Plata region in a range of communicative situations.

Category 2 - Culture and Society

A: essays of a sociocultural nature with an impact on the language 

The essay should be an analysis of a cultural nature that describes the impact of a particular issue on the form or use of the language.

Topic	Language and feminism
Research question	Should feminine forms of more job titles be created in French to reflect shifting gender roles?
Approach	An examination of the linguistic and sociological arguments for and against the feminization of more job titles in French.

Topic	Language for family members
Research question	Does Japanese need new words to describe non-traditional family relationships as society changes?
Approach	A commentary on how the use of the words "shujin" and "kanai" have changed, together with an examination of the social factors that may require new linguistic terms for family relationships to be created.

Topic	Language and discrimination
Research question	To what extent does the language used by groups of young students from a secondary school in Buenos Aires reflect racial discrimination?
Approach	A sociolinguistic investigation into the way language used by young people reflects attitudes of discrimination present in contemporary society.

B: essays of a general cultural nature based on specific cultural artifacts 

The essay should be an analysis of a more general cultural nature but specific to a country or community where the language is spoken. Topics that are too broad and could apply to many cultures (like globalization, the death penalty or eating disorders) are inappropriate. Essays of a general cultural nature must be based on specific cultural artifacts. Cultural artifacts in this context are understood to include a wide variety of phenomena, ranging from works of fine art to newspapers, magazines and cartoons, to films, television programmes and popular music.

Topic	Social criticism in the songs of MC Solaar
Research question	What is the nature of MC Solaar’s rap critique of modern French society?
Approach	An analysis of adverts targeted at the youth market seen over a one-month period, together with an analysis of how these are targeted, and possible reasons why the images used are chosen.

Topic	Adverts in the Japanese media
Research question	How and why do Japanese advertisers use such a high proportion of non-Japanese models in advertising?
Approach	An analysis of adverts targeted at the youth market seen over a one-month period, together with an analysis of how these are targeted, and possible reasons why the images used are chosen.

Topic	Representation of women in tango
Research question	Which roles do women play in tango lyrics?
Approach	A critical and thematic analysis of a corpus of tango lyrics to reveal female roles.

Category 3 - Literature

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

Topic	Haitian politics as depicted in works by Dany Laferrière and Gary Victor
Research question	Does Dany Laferrière in  share the same point of view on Haitian politics as Gary Victor in
Approach	An investigation into the similarities between the ways these two writers treat this theme.

Topic	Pastoral references in Kenji Miyazawa
Research question	What role does the natural world play in
Approach	A commentary on the literary devices used by the author, together with the effect these have on the work.

Topic	Fictionalization of history in Abel Posse’s novels
Research question	How does Abel Posse construct an imaginary history in his novel
Approach	A textual analysis to reveal the narrative techniques used by the author to make the plot contrast with the order of chronological events.

Helpful Websites

IB Language Acquisition Subject Specific Guide  - Use tabs on the left under Language Acquisition: Subject Specific Guide for more information. 

Gale Communications and Mass Media 

Gale Literature Resource Center

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Extended Essay Guide: Criteria, Format, Sample EEs

• Criteria, Format, Sample EEs
• Annotated Bibliographies
• DP Research Process
• Databases & Academic Journals
• Evaluate Sources
• Academic Integrity
• MLA Citation Format
• CSE Citation Format (Science & Math)
• Video Tutorials 2024

The Assessment Crtiteria in Detail!

• Criterion A: Focus and method
• Criterion B: Knowledge and understanding
• Criterion C: Critical Thinking
• Criterion D: Presentation
• Criterion E: Engagement
• EE_How to maximize marks for different subjects?

• Criterion C: Critical thinking

Notes from the IB

RE: Research Question and Title of Extended Essay

Please note the statement below from the EE curriculum manager regarding the need to have both a title and a RQ for all subjects. Previous versions of the EE Guide indicated that the title and the RQ should be the same for History, Business Management and Mathematics. This is no longer the case.  All essays, regardless of the subject, need to have both a RQ and a title.

Hi Kathy, 

To answer your question, I am going to quote directly from a response John Royce provided, on this forum, in October in response to a very similar question: (it was a question about using Spanish sources - hence the mention of Spanish)

It is certainly  permissible to use sources which are not in the language of the essay, but translation into the target language is required , one cannot assume that the reader understands the original language.

It is usual to quote the original as well as presenting the translation.  [Do not put quotation marks around your translation, just around the original]

Umberto Eco argues ("in Mouse or rat?") that direct translation may lose meaning, paraphrase or use of different idioms may be required to get the ideas across. Paul Bellos ("Is that a fish in your ear?") makes a similar argument - direct translation may confound meaning... Direct translation may not be ideal - meaning and understanding are preferred - so, not to worry that your student with her good Spanish cannot present a direct translation.

What  must be made clear is that the translations are those of the student;  these are her understandings. Readers can make of that what they will - and if unsure, are presented with the original - they can seek another translation.  A note in the acknowledgements and/or in the introduction to the effect that all translations are those of the writer is ... essential.

In response to the question about the  Bibliography/Works cited, my preference would be to list the source in its original Thai version, but perhaps with the English in brackets, to help the examiner.

Your bibliography will have the entries in Thai characters first in the document. Any in-text citation to Thai sources will be in (Thai characters [English translation]).

Citation in Thai [English translation]

Works Cited Example:

วงษ์ปัญญา, ธนกร [Wongpunya, Thanakorn]. “โรงงานยาสูบรวยแค่ไหน และเอาเงินไปทำอะไรบ้าง.”  [How rich is the Thailand Tobacco Monopoly and where does the money go?] (candidate translation). The Standard, The Standard, 30 Aug. 2018, thestandard.co/thailand-tobacco-monopoly/.

Format of the Extended Essay

Required Formatting

The extended essay should be written in a clear, correct and formal academic style, appropriate to the subject from which the topic is drawn. Given that the extended essay is a formally written research paper, it should strive to maintain a professional, academic look. 

To help achieve this, the following formatting is  required:

• 12-point, readable font (Calibri or Times New Roman);
• double spacing throughout entire Essay;
• page numbering - top right corner;
• no candidate or school name or supervisor name on the title page or page headers.

Submitting the extended essay in the required format will help set the tone of the essay and will aid readability for on-screen assessment by examiners.

Required S tructure

The structure of the essay is very important. It helps students to organize the argument, making the best use of the evidence collected. 

There are six required elements of the final work to be submitted. More details about each element are given in the  “Presentation”  section. Please note that the order in which these elements are presented here is not necessarily the order in which they should be written. 

Six required elements of the extended essay:

• Contents page
• Introduction
• Body of the essay
• References and bibliography -- if MLA "Works Cited" if CSE "References"

1. Required Title Page  

The title page should include  only  the following information: 

• the title of the essay
• the research question
• the subject the essay is registered in (if it is a language essay also state which category it falls into; if a world studies essay also state the theme and the two subjects utilized) 

The upper limit is 4,000 words for all extended essays. 

2. Required Contents Page

A contents page must be provided at the beginning of the extended essay and all pages should be numbered. Please note that an index page is not required and if included will be treated as if it is not present.

3. Required Introduction

The introduction should tell the reader what to expect in the essay. The introduction should make clear to the reader the focus of the essay, the scope of the research, in particular an indication of the sources to be used, and an insight into the line of argument to be taken. 

While students should have a sense of the direction and key focus of their essay, it is sometimes advisable to finalize the introduction once the body of the essay is complete.

4. Required Body of the Essay  (research, analysis, discussion, and evaluation)

The main task is writing the body of the essay, which should be presented in the form of a reasoned argument. The form of this varies with the subject of the essay but as the argument develops it should be clear to the reader what relevant evidence has been discovered, where/how it has been discovered and how it supports the argument. In some subjects, for example, the sciences, sub-headings within the main body of the essay will help the reader to understand the argument (and will also help the student to keep on track). In structuring their extended essay, students must take into consideration the expected conventions of the subject in which their extended essay is registered. 

Once the main body of the essay is complete, it is possible to finalize the introduction (which tells the reader what to expect) and the conclusion (which says what has been achieved, including notes of any limitations and any questions that have not been resolved). 

Any information that is important to the argument  must not  be included in appendices or footnotes/endnotes. The examiner  will not  read notes or appendices, so an essay that is not complete in itself will be compromised across the assessment criteria.

5. Required Conclusion

The conclusion says what has been achieved, including notes of any limitations and any questions that have not been resolved. While students might draw conclusions throughout the essay based on their findings, it is important that there is a final, summative conclusion at the end. This conclusion(s) must relate to the research question posed.

6.  Required References & Bibliography

Students should use their chosen style of academic referencing as soon as they start writing. That way they are less likely to forget to include a citation. It is also easier than trying to add references at a later stage. For more information on this, refer to the guidelines in the IB document  Effective citing and referencing.

Writing the essay takes time but if students have used their Researcher's reflection space and reflection sessions in a meaningful way they should be well prepared to develop their arguments.

Extended Essay - Examples & Exemplars

• Essays from May 2018 with IB marks and commentaries
• Assessed Student Work & Commentary IB-provided. "Student sample extended essays, corresponding marks and comments from senior examiners are available for the following Diploma Programme disciplines. Please note that in light of not having authentic RPPFs to accompany these essays, they are marked against criteria A – D only, for a total of 28 possible marks. Following the first assessment session in 2018, exemplars will be refreshed with authentic sample material." more... less... Biology English Economics History Studies in language and literature Language acquisition Mathematics Psychology Visual arts World studies extended essay (WSEE)
• Excellenet Extended Essays Concordian GoogleDoc
• EngA1_Othello EE Othello 2018 From inThinking.net Click the link to see the score and evaluation.
• Fifty (50) More Excellent Extended Essays DVD by International Baccalaureate Call Number: HS DVD 808.4 ISBN: 9781906345600 Publication Date: 2011 1 DVD-ROM (1:33 min.)

Past CIS Extended Essays

Available in the library behind the desk are file folders of past Extended Essays by Concordian students and IB EE Exemplars. Feel free to browse the papers which must be kept in the library.

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