May 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

Marks this session covered the full range from excellent to elementary with a good
number of essays demonstrating a good working knowledge of the investigative process.
Nonetheless, examiners noted that candidates continue to submit a number of
inappropriate topics or topics with a poor approach that severely limits the awarding of high
levels in a number of criteria. It is important in the early stages of the essay process to use
all of the resources available for guidance especially the appropriate pages of the
Extended Essay Guide.

The majority of essays subm itted were appropriate for Language B . However,
less successful essays took the form of a descriptive report rather than an organized
investigation allowing for the development of a persuasive argument. Too many essays
were not well suited to any of the three prescribed categories, which indicated a need for
greater familiarity w i t h the basic r e q u i r e m e n t s a s laid out in the Guide. Essays
that were clearly framed within a category often exhibited a more successful focused
approach to the research question. Generally successful topics showed a high degree of
organizational awareness, regardless of the area of study.

Category 3 literary topics appeared noticeably more often than Category 1 and 2
topics. There were many strong essays t h a t e x p l o r e d a wide variety of novels and
plays appropriately. Many of the most successful of these essays compared characters or
themes in two works of a similar nature or focused on the development of one or more
characters within one work. Weaker essays dealt superficially with plot with not much in
the way of focused argument. Comparing a novel with its film version nearly always proved
unsuccessful.

Among the most popular, though sometimes problematic choices came in Category 2b,
essays of a general cultural nature. The requirement here is that the RQ be narrowed
through the use of cultural artifacts. Candidates should avoid an unfocused historical
recounting of social movements or eras in favour of some artifact, be it a document, law,
symbol, object or even iconic event or figure that is in some way specifically representative
of the movement and that illustrates a particular attitude or value within the society.

Another problem area included media topics that were far too broad and very often not
related specifically to the target culture. For example, an analysis of a series of

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advertisements for beauty products would tend to say more about advertising technique
than about anything important about the culture or society.

There were only a few Category 2a topics dealing with the cultural impact of language.
Most often, this focus was combined with a category 2b topic. Again, media topics such as
“How do adverts use language to persuade consumers?” tended to be broadly connected
to media in general with little or any focus on the target language or culture. More
successful topics tended to be targeted on specific language im pact such as
misogynist language in popular rappers‟ lyrics (the artifact) that have an
im pact on young people‟s attitudes toward women in the US.

There were few strictly Category 1 essays submitted. There are many possibilities in the
Category 1 that could serve many candidates well given the natural focus of general
linguistic analysis and semantics for language B students. However, too many essays
attempt to discuss “the influence of English” on their mother-tongue culture or for example
on a broad study of how pidgin languages are formed. This type of essay is broad and
usually flawed because the focus is on another language or some broad linguistic concept
rather than a focused investigation of English language use. One good example reviewed
specific language used in a selection of Obama‟s first presidential campaign speeches
alluding consistently to the traditional concept of the American Dream.

Candidate performance against each criterion

Criterion A: research question

Many candidates included the RQ appropriately in the introduction, though there are still a
fair number failing to do so. It is important that candidates refrain from overly broad RQ‟s
and that topics clearly fit one of the category descriptions (there is an explanation of
these in the Group 2 chapter of the Extended essay guide). Candidates should explicitly
identify which category the RQ is related to o n t h e c o v e r s h e e t . Research questions
that merely elicit a yes/no response or simply present an unsubstantiated opinion
tend not to be successful. Candidates and supervisors need to take care that the
chosen topics are appropriate for this subject.

Criterion B: introduction

Many candidates successfully integrated the research question, pertinent background for
the question, and a sense of the worth/significance of the topic under investigation. In
some cases, however, the introduction merely mirrored the abstract or explained the
candidate‟s personal connection to the subject rather than presenting the academic context
of the investigation and why and how the topic is significant to this subject.

Criterion C: investigation

In most cases it was evident that the candidate carried out a proper research project. The
best essays made good use of secondary sources to support their arguments. In literary
topics, the primary text remains central, but good essays showed awareness of modern
thinking on the subject while the best challenged such thinking. Too many essays relied
almost entirely on web sources, which is not unacceptable in itself, but most provided little

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evidence of “deep searches‟ of varied online data bases and university library systems.
Candidates and supervisors are reminded to evaluate the reliability of all sources especially
those from the web and to endeavour to use a variety of sources. The lack of resources
should not be used to justify shortcomings in the EE. If there seem to be insufficient sources,
supervisors are advised to steer candidates to other related topics with more possibilities.

Criterion D: Knowledge and understanding of the topic studied

Most candidates seemed to have a fair grasp of the basic knowledge of the subject, but at
times, the limited range of sources hindered the award of full marks. Candidates often
quoted relevant information but did not always develop their own thoughts sufficiently to
show a thorough understanding of the material. One examiner wrote that „students presented
a good knowledge of the topic but failed to show a good understanding‟. Some essays
contained large numbers of unattributed assertions that actually undermine the impression
of knowledge.

Criterion E: reasoned argument

Having a worthy argument is the key to a successful extended essay. Poorly phrased
research questions rarely help in achieving the top levels in this criterion. Inclusion
of interesting but largely irrelevant information also lowered achievement. The best essays
had a clear sense of purpose in logically revealing the thesis. In the case of literature,
merely summarizing or narrating the plot does not constitute an argument, whereas a clear
thesis, with textual evidence to support the candidate‟s contentions proved very successful.
Examiners noted a tendency in a number of essays to divide and subdivide them using
discrete sections to the point of interrupting the flow of reading. The corollary was that the
very short sections tended to be shallow and led to a poorly developed, disjointed argument.

Criterion F: application of analytical and evaluative skills

The highest levels were awarded to essays that smoothly integrated evidence from primary
texts and (where appropriate) from secondary texts with insightful explanation. Many
candidates still have difficulty distinguishing between analysis and description. Merely
paraphrasing or summarizing sources does not suffice. At times, very interesting arguments
lacked relevant supporting evidence and thus were not rewarded under this criterion.
Literature based essays must use textual evidence to develop the argument.

Criterion G: use of language

The general level of language use in the majority of essays was appropriate and impressive.
Candidates failed to take advantage of what should be high levels in this criterion by not
proofreading their work more carefully. With the various word processing techniques, there is
no excuse for submitting an essay with careless spelling or punctuation errors. Improvements
could also be made in using proper terminology for a given subject. Knowledge of
appropriate literary terms, for example, would be rewarded. Cultural topics, for example in
the media or fine arts, also use specific vocabulary common to the subject. Candidates
should try to remain clear and genuine rather than try to impress with overly embellished
prose, though an appropriate academic register is expected.

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Criterion H: conclusion

This is an area of general weakness noted by many examiners. Though many of the
conclusions were at least consistent with the information presented, too many essays merely
restated the main points without synthesis or thoughtful consideration. Candidates should be
reminded that the conclusion is not the place to present new ideas o r o p i n i o n s not
already considered earlier in the essay. Along with a restatement of the thesis, candidates
should look for „a synthesis in light of the discussion‟ to bring closure to the argument.

Criterion I: formal presentation

Overall, the general presentation of essays continues to improve often containing excellent
Works Cited pages and headings and sub-headings within the essay that enhance
organization, especially when proper transitional elements were included. However, as
mentioned under criterion E, overuse of subheadings may lead to a less effective flow in the
argument. Word count should appear on the title page. The criterion explicitly states that an
essay that exceeds 4000 words is awarded zero points.

The Table of Contents i s b e s t s e t o u t a s an outline of the major sections. In

addition, the contents of any appendix should be listed. However, it is not helpful to add
extraneous material to the appendix “just in case”.

The Works Cited/ Bibliography page and reference formats must be consistent. Properly
documenting information coming from websites seems to be a particular problem.
Candidates should only include materials that have been cited in the essay on the Works
Cited page. With all the sources currently available from libraries and the web, there is really
no need for poor citation or bibliographic form.

Criterion J: abstract

While many essays presented clear abstracts, this requirement is still not well understood.
Examiners noted that a number of abstracts often included purely introductory material. The
best abstracts succinctly summarize the essay using three relevant areas; the research
question, the approach to the question or how the question was dealt with, and the
conclusions reached. These should be presented in a straightforward manner and written last
as it is a summary of the essay. The abstract should be placed directly after the title page.

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.

Recommendations for the supervision of future candidates

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Supervisors and candidates are strongly advised to carefully review pertinent sections of the
Extended Essay Guide together as early as possible in the process and to consult the OCC
for supporting documents such as the most recent subject reports.

Candidates and supervisors should check that the RQ developed focuses on a question that
can be supported by an effective argument (see Further Comments). Research questions
that are merely a matter of personal opinion should be avoided.

Candidates should follow the instructions in the Guide for an abstract, introduction and
conclusion precisely in order to gain maximum marks with little effort.

Consultation with librarians on preferred styles and sites for generating bibliographies/works
cited pages and footnotes or in text references is to be encouraged. As an academic source,
Wikipedia is often suspect and should be used judiciously if at all. Though the IB does not
specify any one format, schools should consider adopting a suitable standard format, such as
MLA or APA, for all Group 2 essays.

Further comments
The candidate‟s development of a working research question with a solid approach is
perhaps the most important area where guidance from the supervisor is concerned.
Supervisors should intervene early on especially if a candidate seems to be
d e v e l o p i n g a p o t e n t i a l l y poor essay. Although a lack of academic resources
may be a serious drawback, candidates and supervisors need to be reminded that on its
own this is not an adequate excuse for submitting mediocre work. It would be better to alter
the RQ.

The EE is an independent investigation, but this does not mean the process is not without
some pointed guidance. Candidates must be made aware of the possible global or non-
culture-specific nature of certain topics (e.g. advertising, climate change, abuse of drugs or
alcohol), where much of the material could be applicable to any culture. The consideration
of an appropriate artifact will focus the essay properly and lead to a more satisfying
investigation in many of these cases. As concerns literary essays, all texts must have
originally been written in English.

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