IB – Extended Essay

1. IB – Extended Essay Library Workshop 8 EE Formal Presentation

2. Formal presentation • Criterion I: this criterion assesses the extent to which the layout, organization, appearance and formal elements of the essay consistently follow a standard format. The formal elements are: title page, table of contents, page numbers, illustrative materials, quotations, documentation (including references, citations and bibliography) and appendices (if used). • Achievement level 4: The formal presentation is excellent.

3. General Formatting • All margins 1” • Times New Roman 12 font size (Standard fonts include Arial, Helvetica, and Times Roman) • Double spaced

4. Page numbering • Each page should have: • your Name and Last Name; and your candidate number. Use ‘Header’, right aligned. Robert Smith Candidate:cpm876 (000261-890) • Do not number the Title page.

5. Title Page • 1st page of your essay • Must include the following: Essay’s Title Extended Essay Subject: your subject, e.g. Visual Arts Word Count: e.g. 3,979 American School of Milan Session: Month, Year Candidate: your Name and Last Name Candidate Number: e.g. cpm876 (000261-890) * * this number will be provided by Ms. Meroni

6. Abstract • Criterion J: the requirements for the abstract are for it to state clearly the research question that was investigated; how the investigation was undertaken; and, the conclusion(s) of the essay. • Three elements: • RQ • scope of the investigation (what was done and how) • Findings (conclusion) • Max. 300 words • 2nd page of your essay (before the Table of Contents) • Write the Abstract after you’ve finished writing your essay.

7. Example of Abstract 149 words Theater as a Behavior Change Strategy: Qualitative Findings from a School-Based Intervention. Eating Disorders; May/Jun2008, Vol. 16 Issue 3, p241-254 This study aimed to assess children's opinions about participating in a school-based theater program (Very Important Kids) and to determine their perceptions as to how their participation influenced their weight-related attitudes and behaviors.Focus groups were conducted with 4th through 6th grade students who participated in a theater program where they developed and performed a play about weight-related issues.Participants identified the personal relevance of the play's material, the opportunity to be a role model, and being part of a team as the key aspects that enhanced their enjoyment of the program. Increased resilience to comments from others, positive changes in communication with peers, and improved body satisfaction emerged as the prominent changes students identified as occurring as a result of their participation in the program.Findings suggest that theater is a feasible and possibly effective strategy for use in school-based interventions aimed at the prevention of weight-related disorders.

8. Example of Abstract 235 words Low-fat vs. high-fat bedtime snacks in children and adolescents with type 1 diabetes. Pediatric Diabetes; Aug2008, Vol. 9 Issue 4pt1, p320-325 The purpose of this study was to determine whether, in a group of children with type 1 diabetes using insulin pump, a pre-bedtime snack with a relatively high fat content provides greater protection from nocturnal hypoglycemia than a snack containing the same amount of carbohydrate and protein but a lower fat content.Ten subjects, aged 6 to <18 yr, in a trial evaluating the Abbott Navigator glucose sensor, agreed to this ancillary study. On 12 or more separate nights, each subject was randomized by a Web site to a carbohydrate–low-fat (30 g CHO, 2.5 g protein, and 1.3 g fat; 138 kcal) snack or a carbohydrate–high-fat (30 g CHO, 2 g protein, and 20 g fat; 320 kcal) snack. Subjects used their usual evening snack algorithm to determine the size (in 15-g carbohydrate increments) and insulin dosage.Average glucose on 128 valid study nights before snack was similar in both groups. The proportion of nights with hypoglycemia (a sensor or meter glucose value ≤70 mg/dL) was similar in both groups (19% high fat vs. 20% low fat), as was the proportion of nights with hyperglycemia (a glucose ≥200 mg/dL and at least 50 mg/dL above baseline, 35% high fat vs. 30% low fat). There were no statistical differences between the high- and low-fat snacks on the frequency of hyperglycemia or hypoglycemia.This study highlights the feasibility of web-based research in patients’ home environment.

9. Table of Contents • 3rd page of your essay • Provide only the first page of each section/subsection • Check the Table of Contents for correct page numbering when your paper is finished. Table of Contents 1. Introduction 3 2. First Major Point 4 2.1 Subpoint 4 2.2 Subpoint 5 2.3 Subpoint 7 3. Second Major Point 9 3.1 Subpoint 10 3.2 Subpoint 12 4. Conclusion 14 5. Works Cited 15 6. Appendix (or Appendices) 17

10. Introduction • Criterion B: this criterion assesses the extent to which the introduction makes clear how the research question relates to existing knowledge on the topic and explains how the topic is significant and worthy of investigation. • Attention getter (e.g. a memorable short quote; a statistic or facts; two views on a subject then argue for one) • Credibility statement (e.g. factual information; why is your topic significant?) • Relevancy statement (how does it relate to existing knowledge?; may also discuss why topic is of significance to you personally) • Clearly state your Research Question

11. Outline • Provides the structure of your essay to start writing. • Each section corresponds to one Point of your argument. • Each point can be divided into subpoints and evidence that support them introduced (refer to sources). • In general, sections/subsections improve readability. • Use Transitions from one point to the next. 2. First Major Point (sources) 2.1 Subpoint (sources) 2.2 Subpoint (sources) 2.3 Subpoint (sources) 3. Second Major Point (sources) 3.1 Subpoint (sources) 3.2 Subpoint (sources)

12. Conclusion • Criterion H: this criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the research question and is consistent with the evidence presented in the essay. • Summarize your main points. Be concise. • Leave your audience with something to think about. • Include unresolved questions if appropriate to the subject.

13. EE Structure • Title Page • Abstract • Table of Contents • Body • Introduction • Sections, subsections • Conclusion • Works Cited • Appendices

14. Word Count • Abstract = Max. 300 words • Essay (count ONLY from the Introduction to the end of Conclusion) = Max. 4,000 words • Footnotes are not included • Word limits are strictly enforced

15. Proofread and Edit • Use MS Word “Tools/Spelling” • Peer/family review (spelling, grammar and readability) • Edit several times • Use the checklist posted in the Wiki to make sure you meet all requirements

16. MUST DO! • Title Page • Abstract and Table of Contents • Works Cited page • Provide sufficient evidence to support your arguments • Citations • Complete in-text citations with their PAGE NUMBER • Complete entries in the Works Cited page • Works Cited page entries in ALPHABETICAL ORDER • Each in-text citations matches an entry in the Works Cited page • ABSTRACT w/3 required elements (RQ, Scope, Conclusion) • Visuals materials identifying source of information, referenced in-text • Use a VARIETY of sources – not only the Internet • Internet sources must be academic or scientific • Table of Contents with ALL sections and correct page numbering • WORD COUNT (abstract=300; essay= 4,000)

17. May 15th FIRST DRAFT • 2 copies: Advisor and DP Coordinator • Includes a Works Cited Page. If you have questions or need help: • Come to the Library and ASK • Email Ms Leigh (she will forward your questions to me)