IB Extended Essay Advisor Comment and Assessment Rubric - Language B
IB Extended Essay Advisor Comment and Assessment Rubric - Language B
IB Extended Essay Advisor Comment and Assessment Rubric - Language B
Date:__________________________________________
First draft: Supervisors send a copy of this rubric to the EE coordinator and to the student.
Final version: Supervisors send a copy of this rubric to the EE coordinator only.
Instructions for supervisors: Highlight the relevant grade for each criterion and briefly explain your choice in the comments sections.
The research topic can often be best defined in the form of a question. It may, however, also be presented as a statement or proposition for discussion. It must:
be specific and sharply focused
be stated clearly early on in the essay
fit in one of the categories (language, culture and society, or literature), or be a combination of these.
If the topic does not meet the requirements of one of the three possible categories (for example, if an essay of a general cultural nature is not based on specific
cultural artifacts), a maximum of level 1 is awarded. If the research question is not related to the target language/culture/literature, level 0 is awarded.
Comments:
Criterion B - Introduction
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 chosen is significant and worthy of investigation.
The introduction of the essay should be brief. It should focus on the research question and how it relates to existing knowledge of the subject. The students
personal experience or particular opinion is rarely relevant here.
For category 1 (language) and category 2 (culture and society) essays, the introduction should make clear how the chosen topic is specific or of special interest to
the target culture.
For category 3 (literature) essays, lengthy accounts of the historical or biographical context of a literary text should be avoided, as they usually do not help to
explain the significance of a topic in a satisfactory manner.
Comments:
Criterion C - Investigation
This criterion assesses the extent to which the investigation is planned and an appropriate range of sources has been consulted, or data has been
gathered, that is relevant to the research question.
Students must use authentic sources, mainly written in the target language. In the case of literature-based essays, all texts must have originally been written in the
target language. Literary quotations must also be in the target language of the essay (that is, taken from the original works and not from translations).
Students are encouraged to look critically at the secondary sources that they read. The proper planning of an essay should involve interrogating secondary
sources in light of the research question, so that the views of critics are used to support the students own argument, and not as a substitute for that argument. It
may thus be helpful for a student to challenge a statement by a critic instead of simply agreeing with it.
For category 3 (literature) essays, the relevant information to support the argument of the essay should mainly come from the primary text (although consulting a
range of secondary sources may also be helpful). If students make use of Internet-based sources, they should do so critically and circumspectly in full awareness
of their potential unreliability.
Comments:
Criterion D - Knowledge and Understanding of Topic
Academic context, as used in this guide, can be defined as the current state of the field of study under investigation. However, this is to be understood
in relation to what can reasonably be expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to relate the
investigation to the principal lines of inquiry in the relevant field; detailed, comprehensive knowledge is not required.
Students must demonstrate knowledge and understanding of the topic chosen, together with its context: historical, social and cultural, as well as academic.
For category 1 (language) and category 2 (culture and society) essays, this knowledge should be based at least partially on primary sources. (Primary sources are
specific cultural artifacts, data and interviews. Secondary sources are textbooks, published criticism, articles and so on.)
For category 3 (literature) essays, the quality of the students understanding of the primary text(s) is the main concern.
Where the topic of the essay is not related to the target language/culture/literature, level 0 is awarded. Where the topic of the essay is not convincingly related to
the target language/culture/literature, level 1 is the maximum that may be awarded.
Comments:
Criterion E - Reasoned Argument
This criterion assesses the extent to which the essay uses the material collected to present ideas in a logical and coherent manner, and develops a
reasoned argument in relation to the research question.
Students should be aware of the need to give their essays the backbone of a developing argument. Personal views should not simply be stated but need to be
supported by reasoned argument to persuade the reader of their validity.
For category 1 (language) and category 2 (culture and society) essays, a mere compilation of facts or a description of events does not suffice.
For category 3 (literature) essays, students should be aware that straightforward description of a literary text through plot summary or narration of the action does
not usually advance an argument and should generally be avoided (although, where a little-known text is under discussion, a brief description may be
appropriate).
Comments:
Criterion F - Application of Analytical and Evaluative Skills Appropriate to the Subject
Appropriate application of analytical and evaluative skills here is the use of persuasive analysis and argument to support a personal interpretation or point of
view. Second-hand interpretations or viewpoints that are derived solely from secondary sources will lose marks under this criterion, as will purely descriptive or
narrative essays.
Comments:
Criterion G - Use of Language Appropriate to the Subject
Clarity and precision of communication in group 2 essays includes the correct use of vocabulary, sentence structure and grammar, as well as the selection of an
appropriate register and style.
There is no single acceptable style for essays. They may be written with, for example, different degrees of personal emphasis, some writers using the first person
and others preferring a more impersonal mode of communication. Whether a style is appropriate or not depends on the common practice in each different
language or culture.
Comments:
Criterion H - Conclusion
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.
Consistent is the key word here: the conclusion should develop out of the argument and not introduce new or extraneous matter. It should not repeat the
material of the introduction; rather, it should present a new synthesis in light of the discussion.
Comments:
Criterion I - Formal Presentation
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 material, quotations, documentation (including references, citations
and bibliography) and appendices (if used).
This criterion relates to the extent to which the essay conforms to academic standards about the way in which research papers should be presented. The
presentation of essays that omit a bibliography or that do not give references for quotations is deemed unacceptable (level 0). Essays that omit one of the
required elementstitle page, table of contents, page numbersare deemed no better than satisfactory (maximum level 2), while essays that omit two of them
are deemed poor at best (maximum level 1).
Essay exceeds 4000 Essay is within the word Essay is within the word Essay is within the word Essay is within the word
words. limit. limit. limit. limit.
Comments:
Criterion J - Abstract
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.
The abstract is judged on the clarity with which it presents an overview of the research and the essay, not on the quality of the research question itself, nor on the
quality of the argument or the conclusions.
The abstract should be written in the language of the extended essay. Elements such as personal information about the student and his or her reasons for choosing
the topic should not be included in the abstract.
Comments:
Criterion K - Holistic Judgment
The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as intellectual initiative, depth of understanding
and insight. While these qualities will be clearly present in the best work, less successful essays may also show some evidence of them and should be
rewarded under this criterion.
Qualities that are rewarded under this criterion include the following.
Intellectual initiative: Ways of demonstrating this in group 2 essays include the choice of topic and research question, and locating and using a wide range of
sources, including some that may have been little used previously or generated for the study (for instance, transcripts of oral interviews).
Insight and depth of understanding: These are most likely to be demonstrated as a consequence of detailed research, reflection that is thorough and well
informed, and reasoned argument that consistently and effectively addresses the research question.
Creativity: In group 2 essays, this includes qualities such as inventive approaches to linguistic, cultural or literary analysis, and new approaches to popular
topics.
Comments:
Criterion Grade
General comments:
A. Research Question
B. Introduction
C. Investigation
D. Knowledge/Understanding of Subject
E. Reasoned Argument
F. Analytical and Evaluative Skills
G. Use of Language
H. Conclusion
I. Formal Presentation
J. Abstract
K. Holistic Judgment
Total /36
A - Excellent 29-36
B - Good 23-28
C - Satisfactory 16-22
D - Mediocre 8-15
E - Elementary 0-7
Rubric template used with the permission of Justin Spear, Utica Academy of International Studies.