November 2012 extended essay reports

English B

Overall grade boundaries

Grade: E D C B A

Mark range: 0 - 7 8 - 15 16 - 22 23 - 28 29 - 36

The range and suitability of the work submitted

There was a wide range of topics submitted this session with only a slight majority favouring
category 3 literature. Within category 2, the vast majority of candidates chose topics in
category 2b, essays of a general cultural nature based on specific cultural artifacts. Essays
that approach a cultural topic broadly rather than having the concept illustrated by cultural
artifacts (icons or symbols) tended to be mediocre at best. There were few essays submitted
in category 1 despite the coverage of general language usage and linguistic issues within the
IB Language B syllabus.

Candidate performance against each criterion

Criterion A: research question

Most candidates included a research question appropriately in the introduction or early in the
essay. The two most common problems with weak research questions is that they are far too
broad in scope, or in the case of category 2b essays, they are not focused on the artifacts that
illustrate the cultural issue being highlighted. Candidates should identify which category is
being addressed by the research question explicitly either on the cover page or in the
introduction.

Criterion B: introduction

Most candidates successfully integrate the research question in the introduction; however
fewer candidates successfully make it clear how a non-literary research question is specific or
of special interest to English language or culture.

Criterion C: investigation

The best essays regardless of the chosen category had a clear, appropriate and reasonably
varied list of sources. Weaker essays tended to have internet-based sources rather than
more scholarly, primary sources. Evaluation of sources is an important step in the early
stages of the process.

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November 2012 extended essay reports Group 2 English B

Criterion D: knowledge and understanding of the topic studied

This criteria often reflects the quality of the sources consulted. The best essays not only show
knowledge of the subject, but can demonstrate a clear understanding through the various
links made between sources and concepts. Superficial and anecdotal knowledge is not
sufficient for an academic approach to most topics.

Criterion E: reasoned argument

If the research question as in the best essays is well thought-out, well focused and well
phrased, it will likely lend itself to a solid argument. The extended essay is an investigation,
but it is also a persuasive piece of writing that interprets the material and presents it in a
convincing manner to support the candidate’s assertions. The argument can only be
convincing if sufficient evidence from credible sources is used. What separates the best
essays from the mediocre is the flow of the essay where sections are linked logically leading
the reader to the point. Mere description or plot summary will not result in high achievement.

Criterion F: application of analytical and evaluative skills appropriate to

the subject

To smoothly integrate the evidence to support assertions made in the essay is a sophisticated
but necessary skill for the highest awards in this criteria. A number of candidates still have
difficulty distinguishing between analysis and description. In the case of literature, the
evidence must come primarily form the text(s) treated. Weak arguments will inevitably lead to
lower marks in this criterion.

Criterion G: use of language appropriate to the subject

The general level of language across the subject is appropriate and in some cases quite
impressive. Clarity, not the level of vocabulary or the complexity of sentence structure, is the
most important factor in gaining the higher marks in this criterion. Candidates would do well
to remember that the EE is an academic exercise and that the register must then be
appropriate.

Criterion H: conclusion

Conclusions remain a weak spot as in previous sessions. Though a summary of the points
made will certainly be consistent with what has been presented, candidates should look for “a
new synthesis in light of the discussion” (EE Guide 2009, p 45) to bring closure to the
argument.

Criterion I: formal presentation

This is an area that has improved in recent sessions no doubt due to the online resources
allowing candidates to produce consistently well formatted works cited or bibliographic pages.
Candidates should remember that only works actually cited within the paper should be
included on the bibliography page. The best essays also show a consistent application of an
academic referencing system.

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Criterion J: abstract

The abstract does not form part of the body of the essay and therefore is not in the word
count. The abstract should appear directly after the title page, on a single sheet of paper. The
three requirements for the abstract are straightforward and clearly explained in the guide; the
research question, how the question was narrowed and investigated, and the conclusions
reached.

Criterion K: holistic judgement

Many essays received fairly high marks in this criterion especially those where supervisors
added relevant comments about candidate enthusiasm, positive engagement in the process
and insights from the viva voce. Too many supervisors continue to leave the supervisor’s
comment section of the coversheet blank or make inappropriate comments of a personal
nature. This makes the application of criterion K far more difficult for examiners and often
leaves a poor impression. Supervisors should refrain from evaluating the essay itself, as this
is an externally assessed piece of work. Supervisors should be reminded that the comments
written here assist the examiner in arriving at a mark for this criterion.

Recommendations for the supervision of future candidates

Both candidates and supervisors are strongly advised to read the appropriate sections of the
Extended Essay Guide (new for the 2013 session) early in the process and consult the guide
regularly throughout the process for guidance both before and during the writing stages.

It is important for candidates and supervisors to evaluate the variety as well as the quality of
possible sources for the research question whether form the web or in hard copy form. When
insufficient resources are available, the candidate will need to alter the research question.

It is strongly recommended that sufficient time early on in the process be give to the
formulation of the research question.

The viva voce is a good opportunity to assess what the student has learned about the
investigative process. This reflection on the process and the candidate’s engagement is what
drives the comments on the EE coversheet. Personal circumstances or lack anecdotes are
rarely pertinent to the assessment.

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