extended essay interim reflection

Extended Essay: Criterion E: Engagement (Reflection)

• Kick Off Day
• Define Topic
• Locate Resources
• Annotated Bibliography
• Evaluating Sources
• Integrating Quotes
• Citations & Referencing
• Evaluation Criteria & Examiner Reports
• Criterion A, B, C: Assessment of Research
• Criterion D: Presentation
• Criterion E: Engagement (Reflection)
• The Viva Voce
• EE Draft Feedback Template for Supervisors
• Language of Analysis
• Approaches to Learning (ATL)
• Roles and Responsibilities

Criterion E: Reflection (6 pts max)

Remember to include discussion of the Approaches to Learning (ATL's) in your reflections. This discussion needs to be specific and well-illustrated with clear examples. For specific language related to each of the ATL's, please click here .

Reflection One- Initial Stage

This will be after one of the early sessions with your supervisor where you outline:

• Your ideas regarding the topic in general
• The research question you have in mind
• Initial background reading or research you may have conducted
• Possible approaches
• Initial thoughts about the answer to your research question
• Roughly 100 words in length

Guiding Questions:

What exactly do you want to find out?

What resources do you plan to use?

What problems do you anticipate in your research?

What writing and research have you done since last session?

Have you found any sources with conflicting viewpoints?

Have you been able to find relevant sources from different eras?

What challenges did you encounter in finding relevant sources?

How do you think you might use your sources?

Have you collected sufficient data?

Have you finished note taking from your text?

• What am I interested in researching and why?
• What are my motivations for undertaking research in this area?
• How will I begin the research process?
• Is my chosen topic appropriate for the subject I have chosen to complete it in?
• Do I have sufficient knowledge of the subject area to fulfill the criteria of an EE?
• What possible question(s) might I research?
• How might I go about undertaking this research?
• Do I have access to appropriate sources?
• Are my chosen research methods appropriate for the subject I have chosen to complete it in?
• Are there any ethical issues I need to consider before pursuing this area of research?
• Is there sufficient focus to my research area?

Examples of Reflection One

• Sample History EE Reflection

I was attracted to Anna Comnena's The Alexiad as a result of some extra readings which formed part of my IB History course (Crusades). As the first female historian, she stands in a unique place in terms of historiography, something which appealed to me as both a woman and budding historian. I was initially considering writing about her accounts of the First Crusade but quickly found the topic to be far too wide in scope. A reading of Paul Magdalino's article "The Pen of the Aunt" helped refocus me on the issue of historical purpose, i.e., why she wrote the history she did. I have now allocated time to reading historical accounts of Manuel I's reign to decide how closely the events Anna mentions in her history of her father's reign (Alexius) so as to validate my current hypothesis-  that Anna intended the work as a celebratory account of her father so as to cast a negative light on the rule of her nephew Manuel I. My current list includes Runciman, France, Macrides, Christomides, and Hill.

Reflection Two- Interim Stage

This reflection session will usually fall somewhere in the middle to latter half of your EE process, usually before the first draft is completed.

• Discuss how the research question has become more refined.
• Comment on any challenges you have encountered & what solutions you have attempted.
• Discuss how your thinking on your topic has evolved.
• Roughly 200 words in length

Where was I? Where I am now? Where am I going?

What sources do you find helpful?

How have you evaluated your sources?

Have you adopted a structure for writing based on what the IB requires?

What do you need to do next?

Examples of Reflection Two

I was finding it hard to come up with a satisfactory counter to the question of accuracy and authenticity which feature prominently in modern readings of her work. Historians ranging from Edward Gibbon and John France to the more direct Howard-Johnson paper which completely challenges her authorship effectively negated my hypothesis entirely. Using Magdalino and Hill as a focus point, I re-read key sections of The Alexiad and mapped out her account against the policital events of Manuel I's reign and quickly discovered some interesting overlaps (building works, military campaigns, relations with the West, etc.). Though occasionally obscure and subtle, the criticisms emerge by means of an unspoken comparison which Byzantine readers of her account would have well understood. This approach is providing me with a suitable counter to the aforementioned criticisms. I have also begun structuring my work accordingly with sections devoted to historical context followed by a section on The Alexiad which compares and contrasts events from Alexius' time with those of Manuel's. I am considering a chapter on the historiographical tradition of Byzantium but may integrate it into the main body in the end.

Reflection Three- Looking Back

This final reflection should be written BEFORE the Viva Voce meeting. It should:

• Offer your final reflections on the process
• Discuss any achievements realized or challenges overcome
• Discuss elements that allowed you to complete the task that may not be readily apparent in the essay itself.
• Discuss any relevant ATL's (Approaches to Learning) that you have developed through the process & be ready to provide good examples.

Guiding Questions

What did you discover that surprised you?

Is writing the EE mainly about process or product AND why?

What would you have done differently and why?

What advice would you give to a student just beginning this process?

What have been the high and low points of the research and writing processes?

What would you have done differently?

What is the most important thing that you learned?

What was your greatest challenge and how did you overcome it?

What would you change if you did another EE?

What was the most valuable experience that you took away from the process?

What was your greatest challenge and what did you do to overcome it?

What IB learner profile attribute would you say helped you through the process (communicator, risk-taker, etc.)?

Would you like to continue reading on this topic?

What questions did this process raise?

What conclusions have you drawn about the topic?

Examples of Reflection Three

I am very pleased with how the essay has turned out. Skills wise, I had no problems with referencing which I picked up quickly though integrating source analysis did prove a challenge at times due to my narrative tendencies. I believe I've been able to challenge the orthodox interpretations of Anna's work as a piece of fantasy fiction at the hands of a disgruntled woman by showing that Anna was effectively using one of the few weapons still permitted her in her diminished political state- the power of words- to criticize the existing leadership. Hill's works proved of particular use to me as they examined female power in a broader context and thus gave me a framework for interpreting what Anna was able to do within the context of her time.

IB-provided exemplars of "Reflections on Planning and Progress"

• Lang. Lit. Examplar #1
• Lang. Lit. Exemplar #2
• Lang. Lit. Exemplar #3
• History Exemplar #1
• History Exemplar #2
• Psychology Exemplar
• Biology Exemplar
• Math Exemplar #1
• Math Exemplar #2
• Visual Arts Exemplar #1
• Visual Arts Exemplar #2
• World Studies Exemplar #1
• World Studies Exemplar #2

Reflection Sentence Starters and Key Words

Click here or on the image below to go to the list of sentence starters you can use to help you write up your reflections. Regarding word count, we recommend 100 words for first reflection, 200 words for second reflection, and 200 words for third reflection (roughly).

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Extended Essay: Criteria E - 3 Reflections

• Introduction to the EE
• Step 1 - Choose a subject
• World Studies
• Step 3 - The Researchers Reflection Space
• Identify Sources
• Tools for Note Taking
• Video Guides
• Step 5 - Creating Research Questions
• Step 6 - Outlines and Plans
• Step 7 - Citing
• Criteria E - 3 Reflections
• Know Your Criteria
• Criteria D - Check your Formatting
• 4000 words final hand in

Initial Meeting and Reflection

Interim reflection and meeting, writing your interim reflection, summer planning, november 2024 - viva voce and final reflection, information.

• You should develop a good working relationship with your supervisor. They are officially only allowed to help you for 4 to 5 hours, so when you go and meet them make sure that you are very well prepared with a list of questions of how they might be able to help you.
• It is  YOUR responsibility  to arrange meetings with the supervisor and not theirs. This is  your extended essay  and you have to take ownership of it.
• There are 3 times that you will have to reflection on these meetings and your progress. Prepare for these using the following resources
• Blog - IB Mastery  - How to Write Reflections - some good advice here
• Examiners Comments 2021  - Crit E: Start here

Examples 

• Link to folder  with Reflections from past CIS students , and some examples from the IB ee pages. Look at the difference between a 2, 3,4,5 and 6 point reflection.
• IB EE examples  - This is really important to look at for examples of EE's and reflections in all subjects. IMPORTANT to look at this.

Your First Reflection on Mangebac

This is where you put your first reflection - 

Note - If you are writing in Chinese you do not write on Managebac - You will instead write directly on a pdf and place this in your folder.

Link to pdf form for Chinese RPPF - you have 600 characters limit.

Preparing for your Reflection/ check in session

The table below gives you an idea of what questions to ask yourself when preparing for your check in /reflection sessions and what evidence you could show in your RRS.

Questions during Sessions

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Gr. 11-12 Extended Essay

• Reflections Overview

#1: First Mandatory Reflection

#2: interim reflection, #3: the viva voce, tips for the reflection process.

• Choose a Subject
• Choose a Topic
• Draft a Research Question
• Develop Your Search Strategy
• Computer Science
• Visual Arts
• World Studies
• Introduction
• Academic Integrity
• Common Questions
• For Supervisors
• EE Examples

Students are required to conduct three mandatory reflection sessions with their supervisors. The reflections make up  Criterion E (Engagement) , worth  6 points  of the 34 points possible.

• Students must upload their reflections in the Planning and Progress Form on ManageBac
• The three reflections together consist of  500 words  (The first 500 words only are eligible for assessment)

While there is no specific "due date" for these sessions, the mandatory reflections should fall roughly in the beginning, middle, and end stages of the EE process:

• Initial Reflection -- Initial stages of reading & research
• Interim Reflection -- substantial outline has been drafted, some text written
• Viva Voce -- after final EE has been submitted

Approximately  150 words.

Reflection prompts:

• What am I interested in researching and why? Is there sufficient focus to my research area?
• Given the initial reading I have undertaken on the subject, is my research question appropriate for the subject I am submitting my EE in?
• Is my research question manageable within the word limit of the EE?
• Will my research question allow me to think critically about the topic I am researching? How might I change my research question to allow for more critical thinking? 
• What questions are emerging? Are these similar or different to my initial questions?
• Are my chosen topic and research methods appropriate for the subject I have chosen to complete it in?
• How might I go about undertaking this research?
• Do I have sufficient knowledge of the subject area to fulfill the criteria of an EE?
• Do I have access to appropriate sources?
• Are there any ethical issues I need to consider before pursuing this area of research?
• Are there any challenges that I need to overcome in order to achieve my desired outcomes?
• Do I have sufficient data/information to begin formulating an argument?
• If I do not have sufficient data/information, how will I go about resolving this? Can it be resolved?
• To what extent does the data/information I have relate to my proposed research question?
• Given the data/information I have collected, do I need to reformulate my research question?
• Has the data/information collected taken me in an unexpected direction?
• Do I want to change course now? Is it too late?
• Are there still questions/issues that I am unclear on how to resolve?
• Am I keeping to a schedule with the writing process?
• Do I have a reasoned argument that can be sustained throughout the essay?
• Am I able to make coherent links between different points made and the evidence presented?
• To what extent have I answered my research question?
• What reasons may have affected my ability to answer my research question?
• If I have been selective in the evidence presented in my essay, can I justify my choices?
• Is there a clear summative conclusion, and does this reflect the discussion that has taken place?
• To what extent do I think I have fulfilled the expectations of the extended essay as a task?
• Has my research resulted in me changing my perspective or views on the topic in question?
• What strategies have I employed that have worked particularly well at this stage of the process?

This is a  concluding interview ( 20-30 minutes ) to reflect on your growth as a learner throughout the EE journey, the skills you developed, and the challenges you faced.

Approximately 2 00 words.

• To what extent has my thinking been confirmed or changed about my chosen topic as a result of my research?
• What strategies did I employ that proved particularly effective in the research process?
• What skills have I developed and how might these be useful in the future?
• What improvements might I suggest to my own working practices?
• How might different research strategies have impacted my outcomes?
• What did I learn about myself as a learner in this process?

In critically reviewing your engagement in the research process, it might help to think in terms of three levels of reflection: descriptive , analytical and  evaluative reflection. The table below gives examples of guiding questions to help with this:

These levels correspond to the attainment levels of the rubric for Criterion E (Engagement) . Try to ensure that your reflections go beyond the 'descriptive' and engage with some of the analytical and evaluative questions listed above.

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Extended Essay: Reflection

• Extended Essay- The Basics
• Step 1. Choose a Subject
• Step 2. Educate yourself!
• Using Brainstorming and Mind Maps
• Identify Keywords
• Do Background Reading
• Define Your Topic
• Conduct Research in a Specific Discipline
• Step 5. Draft a Research Question
• Step 6. Create a Timeline
• Find Articles
• Find Primary Sources
• Get Help from Experts
• Search Engines, Repositories, & Directories
• Databases and Websites by Subject Area
• Create an Annotated Bibliography
• Advice (and Warnings) from the IB
• Chicago Citation Syle
• MLA Works Cited & In-Text Citations
• Step 9. Set Deadlines for Yourself
• Step 10. Plan a structure for your essay
• Evaluate & Select: the CRAAP Test
• Conducting Secondary Research
• Conducting Primary Research
• Formal vs. Informal Writing
• Presentation Requirements

Evaluating Your Work

You will meet with your supervisor a number of times while you are working on your EE, for a total of 3 to 5 hours.  Three of those sessions will be " reflection sessions ", meaning that following these meetings you will be required to submit a 150-175 word reflection on the research and writing process of your EE to the EE Coordinator.  Your reflections will be submitted to IB by WSA's IB Coordinator, using the Reflections on Planning and Progress Form (RPPF).

The 'Initial Session' in the spring of your junior year.  The remaining reflection session take place in your senior year:  one 'Interim Session' in September, and one 'Final Session' (also know as 'Viva Voce') in December.

Your three reflections will count for 18% of your final EE grade from the IB examiner.

On this page: 

Reflecting Throughout the Research Process Reflections on Planning and Progress Form (RPPF) and RPPF examples Viva Voce - the final conference with your EE Supervisor

One way to help with your reflection is to ask yourself questions. Your answers will help you identify any problems, so you can then find ways to solve them. See the page in this section:

Check the WSA EE Timeline for the scheduling of reflection sessions with your supervisor and the due dates for the three reflections.

Reflecting throughout the research process

Reflection is a continual process. If you are constantly considering the decisions you are making in the extended essay (EE) process, you are better able to avoid the common pitfalls of independent research. Reflection also helps you plan, allowing you to monitor your progress. 

The following table identifies three stages in the review process and the kinds of questions you can usefully consider at each. It also suggests what evidence you might use in your reflection sessions to demonstrate your progress and learning.

What is the viva voce ?

The  viva voce  is a short conference between the student and the supervisor.   It is the recommended conclusion to the Extended Essay process, and lasts between 10 and 15 minutes.  

Why have the viva voce ?

The EE supervisor is required to submit a report when your EE is shipped to the IB examiner has been assigned to grade it.  The supervisor can ask questions in the viva voce that will help with writing that report.  This is especially important if the supervisor feels there is a need to check for plagiarism and malpractice in general.  Supervisors are required to confirm the authenticity of the work in any Extended Essay submitted to IB.

The supervisor will use the viva voce to help you:

• Reflect on the successes and difficulties you had when researching and writing your essay
• Reflect on what you have learned

What questions will be asked in  the viva voce ?

Here are some examples of questions you might be asked:

• What have been the high and low points of the research and writing process?
• In hindsight, would you choose the topic again?
• What were the most interesting aspects of the process?  Did you discover anything that surprised you?
• What have you learned through writing this essay?  
• Having finished your essay, what additional questions did you find that could lead to further investigation?
• Is there any advice you could pass on to someone who has just started work on their EE?

Reflections on planning and progress form (RPPF)

The Reflections on planning and progress form (RPPF) enables examiners to gain an insight into students’ thinking processes while researching and writing the EE. The examiners are looking to see how students’ thinking and skills have developed during this time.  

• Reflections on planning and progress form (RPPF) For first use in 2018 assessment

The following are examples of the RPPF.  There is no one "right" way to complete the form and these examples should not be viewed as the "ideal".

• RPPF Example 1 - Studies in Language and Literature
• RPPF Example 2 - Studies in Language and Literature
• RPPF Example 3 - History
• RPPF Example 4 - Visual arts
• RPPF Example 5 - World Studies
• RPPF Example 6 - Biology
• RPPF Example 7 - World Studies
• RPPF Example 8 - Mathematics
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IB Extended Essay: Reflections

• Research Questions
• Past Essays
• Notes & Outlines
• Works Cited Page
• In-Text Citations
• Assessment Criteria
• Reflections
• Supervisor Info
• Net Valley Library This link opens in a new window

Three Reflections: Prompts & Examples

• Reflection 1
• #1: Example
• Reflection 2
• #2: Example
• Reflection 3
• #3: Example
• Scored Samples

Write the first reflection  after one of the early sessions with your supervisor. Focus on...

• Your ideas regarding the topic in general
• The research question you have in mind
• Initial background reading or research you may have conducted
• Possible approaches
• Initial thoughts about the answer to your research question
• Roughly 100 words in length

Guiding Questions:

• What exactly do you want to find out?
• What resources do you plan to use?
• What problems do you anticipate?
• To what extent does your topic fit within the subject EE criteria?
• What sources have you found and what do you still need to find?
• Have you collected sufficient data? (if applicable)
• Why are you interested in research this?
• Do you have sufficient knowledge in the subject area to fulfill the EE requirements?
• Are there any ethical issues to consider before beginning this research?

Sample 1st Reflection: History

I was attracted to Anna Comnena's  The Alexiad  as a result of some extra readings which formed part of my IB History course (Crusades). As the first female historian, she stands in a unique place in terms of historiography, something which appealed to me as both a woman and budding historian. I was initially considering writing about her accounts of the First Crusade but quickly found the topic to be far too wide in scope. A reading of Paul Magdalino's article "The Pen of the Aunt" helped refocus me on the issue of historical purpose, i.e., why she wrote the history she did. I have now allocated time to reading historical accounts of Manuel I's reign to decide how closely the events Anna mentions in her history of her father's reign (Alexius) so as to validate my current hypothesis-  that Anna intended the work as a celebratory account of her father so as to cast a negative light on the rule of her nephew Manuel I. My current list includes Runciman, France, Macrides, Christomides, and Hill.

The Second Reflection session usually falls somewhere in the middle to latter half of your EE process

• Discuss how the research question has become more refined
• Comment on any challenges you have encountered & what solutions you have attempted
• Discuss how your thinking on your topic has evolved
• Roughly 200 words in length

Where was I? Where I am now? Where am I going?

What sources do you find helpful?

How have you evaluated your sources?

Have you adopted a structure for writing based on what the IB requires?

What do you need to do next?

Sample of 2nd Reflection: History

I was finding it hard to come up with a satisfactory counter to the question of accuracy and authenticity which feature prominently in modern readings of her work. Historians ranging from Edward Gibbon and John France to the more direct Howard-Johnson paper which completely challenges her authorship effectively negated my hypothesis entirely. Using Magdalino and Hill as a focus point, I re-read key sections of  The Alexiad  and mapped out her account against the policital events of Manuel I's reign and quickly discovered some interesting overlaps (building works, military campaigns, relations with the West, etc.). Though occasionally obscure and subtle, the criticisms emerge by means of an unspoken comparison which Byzantine readers of her account would have well understood. This approach is providing me with a suitable counter to the aforementioned criticisms. I have also begun structuring my work accordingly with sections devoted to historical context followed by a section on  The Alexiad  which compares and contrasts events from Alexius' time with those of Manuel's. I am considering a chapter on the historiographical tradition of Byzantium but may integrate it into the main body in the end.

The Third Reflection can be written before the Viva Voce meeting to help you prepare for the conversation.

• Offer your final reflections on the process
• Discuss any achievements realized or challenges overcome
• Discuss elements that allowed you to complete the task that may not be readily apparent in the essay itself.
• Discuss any relevant ATL's (Approaches to Learning) that you have developed through the process & be ready to provide good examples.

Guiding Questions

What did you discover that surprised you?

Is writing the EE mainly about process or product AND why?

What would you have done differently and why?

What advice would you give to a student just beginning this process?

What have been the high and low points of the research and writing processes?

What would you have done differently?

What is the most important thing that you learned?

What was your greatest challenge and how did you overcome it?

What would you change if you did another EE?

What was the most valuable experience that you took away from the process?

What was your greatest challenge and what did you do to overcome it?

What IB learner profile attribute would you say helped you through the process (communicator, risk-taker, etc.)?

Would you like to continue reading on this topic?

What questions did this process raise?

What conclusions have you drawn about the topic?

Sample 3rd Reflection: History

I am very pleased with how the essay has turned out. Skills wise, I had no problems with referencing which I picked up quickly though integrating source analysis did prove a challenge at times due to my narrative tendencies. I believe I've been able to challenge the orthodox interpretations of Anna's work as a piece of fantasy fiction at the hands of a disgruntled woman by showing that Anna was effectively using one of the few weapons still permitted her in her diminished political state- the power of words- to criticize the existing leadership. Hill's works proved of particular use to me as they examined female power in a broader context and thus gave me a framework for interpreting what Anna was able to do within the context of her time.

• Lang & Lit (scored 3)
• Lang & Lit (scored 4)
• Psychology (scored 4)
• Visual Arts (scored 3)
• Visual Arts (scored 4)
• Geography (scored 6)
• Philosophy (scored 6)
• World Religions  (scored 6)

Also see these examples with examiner comments

Questions to Ask Yourself

Avoid using only description and keep descriptions brief. Use the prompts to spark your thinking.

See  reflections with Examiner comments to get an idea of the level of thinking you want to attain.

Descriptive Ideas (limited reflection)

• What did I do?
• How did I undertake my research?
• What were the problems I faced?
• Did my approach or strategies change throughout the process?
• What have been the high and the low points of the research and writing process?

Analytical Ideas (good reflection)

• To what extent was my research successful?
• If I changed approach or strategies during the process, why did I do this?
• What did I learn from the experience in terms of my understanding of the subject area and/or skills needed?
• How has my understanding of the topic and process developed?

Evaluative Ideas (excellent reflection)

• If I did this again, what would I do differently?
• If I did this again, would I change the theories applied, or my methodology?
• Would there be a different outcome?
• What can I conclude?
• Were the strategies I used most appropriate for achieving my outcomes?
• What questions emerged as a result of my research? Would these questions influence my approach if I did this all over again?

Reflection Tips

IB Mastery  (article + video)

Writing Tips:

• Use strong active verbs (eliminate "to be"....am, is, was)
• Personal interest
• Research Planning
• Concrete details/examples (brief)
• Use words such as: choice, decision, progress, engaged 

Sentence starters:

• "I decided to...."
• "I gained insight when...because of...regarding...."
• "I adjusted my approach when/because/due to/....in order to..."
• "Based on ---, I decided to ---"
• "I made progress when...."

Criterion E: Engagement

EE Marks Breakdown:

A: Focus and method (6 marks) B: Knowledge and understanding (6 marks) C: Critical thinking (12 marks) D: Presentation (4 marks) E: Engagement (6 marks) = Your REFLECTIONS! Total marks awarded: 34 

Due Dates (Class of 2022)

Submit to MB in the "Progress and Planning" tab

First Reflection (100 words)

• Week of May 10-14

Interim Reflection (150 words)

• Week of Sept 6-10

Viva Voce and Final Reflection (250 words)

• Between Oct 20 - Nov 6
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Extended Essay: Reflecting on the process

• Getting started
• Organizational tools
• NoodleTools
• In-text citations
• Image sources and labelling (including graphs, charts, and other visuals)
• Reflecting on the process
• Criterion C: Critical thinking
• Ethics of AI
• Draft submission and revision
• Timeline 2025 Cohort

Guidelines for completing the Reflections on Planning and Progress form

• The first formal reflection session should focus on your initial ideas and how you plan to undertake your research;
• the interim reflection sess ion is once a significant amount of your research has been completed; 
• and the final session will be in the form of a viva voce once you have completed and handed in your EE.

This document acts as a record in supporting the authenticity of your work.

A note for students writing in Chinese, Korean and Japanese:

Students writing their extended essay in Japanese, Korean or Chinese should use the following  conversions.

• Japanese: 1 word = approximately 2 Japanese characters 

• Korean: 1 word = 1 word

• Chinese: 1 word = approximately 1.2 Chinese characters

When typing in Chinese, Korean or Japanese word processing software is likely to include the number of  characters and punctuation in the word count. Students are asked to not include punctuation in the word  count for assessed work. The word count should only take into account the number of characters typed.

First and interim reflection sessions

Reflecting throughout the research process.

The following table identifies three stages in the review process and the kinds of questions you can usefully consider at each. It also suggests what evidence you might use in your reflection sessions to demonstrate your progress and learning.

Modified from the West Sound Academy LibGuide for the Extended Essay reflection session.

IB Documents

• RRPF online FOR REFERENCE ONLY--ALL REFLECTIONS MUST BE ENTERED INTO THE "PLANNING AND PROGRESS FORM" TAB ON MANAGEBAC This link takes you to the online, pdf version of the Reflections on Planning and Progress form.
• RRPF in other languages If you have completed your EE in Chinese or Korean, you can download the form in those languages here for your reference. Your reflections must be written in the language of the EE. However, you do not complete your reflection on this form. You must copy and paste your reflections into the "Planning and Progress Form" tab on Managebac.
• Video: Reflection Process (initial and interim) This is a 7-minute video giving an overview of the reflection process at the International School of Dusseldorf.
• Video: The Viva Voce This is another sample from The International School of Dusseldorf, outlining and giving examples of the viva voce in practice.
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• Next: Criterion C: Critical thinking >>
• Last Updated: Aug 14, 2024 11:47 AM
• URL: https://isumongolia.libguides.com/ee

Reflections

What and why.

The reflections are a part of the Extended Essay process, introduced in 2017. They are designed to encourage students to spend some time thinking, not just about the information they are gathering, but also the way they are gathering it. This is the space where you can really reflect on the skills you are learning and the challenges that you are facing.

In order to complete your EE, you will need to meet with your supervisor for 3 review discussions which you will then write up write into 3 reflections totalling not more than 500 words . These reflections are worth 6 marks out of the 34 mark total. You will complete the reflections on Managebac.

You will complete these 3 reflections at key points during the process (See your timeline for specific dates). The Initial reflection will occur early on in the planning stages, the Interim, just after you write your draft and the Viva Voce , after you have submitted the final essay. Each conversation should be between 15 and 25 minutes.

You will need to write your reflection after each discussion and these will be dated and signed off by your supervisor . After this has occurred the reflections cannot be edited.

Some helpful resources

Reflection Questions

Extended Essay: Second Formal Reflection

• 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

Preparing for your second Mandatory Reflection Session

Preparation for the interim reflection session.

Between the first and second reflection session, students can engage in informal conversations with other people, such as subject teachers, the extended essay coordinator, the librarian or their supervisor. They must also ensure that they are progressing with their research plan. 

In preparation for the interim reflection session, students should have:

• attempted to refine a focused and appropriate  research question
• significantly deepened their research and recorded pertinent evidence, information or data in the  Researcher’s reflection space
• reviewed and consolidated the methodologies they are using
• formulated arguments based on the evidence that they have collected
• added to the working bibliography for their research.

The interim reflection session

This session is a continuation of the dialogue between supervisor and student in which the student must demonstrate the progress they have made in their research. They must also be able to discuss any challenges they have encountered, offer their own potential solutions and seek advice as necessary. 

During this session the supervisor might discuss:

• a completed piece of sustained writing from the student in order to ensure that they understand the academic writing requirements, including referencing formats 
• whether an appropriate range of sources has been accessed and how the student is critically evaluating the origin of those sources 
• what the student now has to do in order to produce the full draft of their essay, and ways and means of breaking down the task into manageable steps.

By the end of the interim reflection session both student and supervisor should feel satisfied that there is: 

• a clear and refined  research question
• a viable argument on which to base the essay
• a sufficient range of appropriate sources
• a clear vision for the final steps in the writing process.

Between the interim session and the completion of the extended essay, students should continue to see their supervisor as appropriate to their needs, although the third and final reflection session should not take place until after the extended essay has been completed and uploaded for submission. 

Following this interim session, the student is required to complete the second student comment section of the  Reflections on planning and progress form  and submit it to their supervisor who must then initial and date the form. Please refer to the section  “Protocols for completing and submitting the  Reflections on planning and progress form ”  for more information.

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• Support Sites

Extended Essay Support Site

Useful rppf phrases.

What kinds of sentences and phrases are useful for filling in the RPPF ? What does the language of reflection look like? Below are several phrases and sentence structures that can help candidates articulate their ideas. These are not guaranteed recipes for top marks on Criterion E: Engagement, but they can certainly help frame good ideas. 

First session

I have decided to research the topic of... because I am interested in / care about ...

Because of my experiences with X, I want to find out why ...

X made me wonder why Y happens.

Now that I have done X... (present perfect tense), I will do Y... (future tense)

In order to learn more about ...I will have to ...

Interim session

After doing some preliminary research, I discovered that...

After evaluating the quality of my sources, I think the next step is to...

In response  to X, I have  decided  to do Y.

For this reason , I have  changed my methodology / research question to...

One of the  challenges/setbacks  I have faced so far is ...

In light of X, I have decided to do Y.

Once I did X... I could do Y...

Final session (viva voce)

I found the process very rewarding because..

From this experience , I learned that...

If I had to advise a future student writing an EE, I would say...

As I look back on my original idea I can see now that...

I used to think... but now I think...

Function of the underlined phrases

show inquiry (wonder, discover, interest, learn)

show personal engagement (experience challenges/set back, care about)

Show reasoning/decision making (in light of, for this reason, decide, evaluate, in response to)

Learner profile

An IB learner is  a communicator. You may have thought a lot about your learning process when writing your EE. But if you do not have the language to articulate your ideas, you cannot be awarded for them.

Use of the Research Reflection Space is essential as it will allow you to more clearly articulate and understand your decision-making process. It supports learning, thinking, critical analysis and evaluation, and contributes not only to the development of a successful extended essay but also to skills and competencies for pathways beyond the Diploma Programme.

The RRS is a personal learning environment that can be either a physical or virtual support tool. It is a space in which students are able to record reflections on what they are reading, writing and thinking. The use of the RRS will help you to prepare for your reflection sessions with your supervisors and inform the discussions that take place. In preparing for your reflection sessions you should use your RRS to:

•          record your thoughts, line of thinking,

•          respond to artefacts, such as photos, newspaper clippings, twitter feeds, blogs, and so on

•          respond to prompts and questions that may arise in your subject area, TOK class or other aspects of the Diploma Programme

•          create mind maps 

•          record emerging questions

The idea of the RRS is not new and many students already keep research journals in the planning, researching and writing phases of their work on the extended essay.

Using a RRS will provide benefits in terms of the management of your workload and help you to retain focus on your extended essay as other time constraints take over.

You are encouraged to include in your RRS

•          Examples of initial topic exploration

•          Possible sources of information and the validity and reliability of these sources

•          The type of methodology you will use

•          Preliminary research questions

•          Your personal reactions to the issues.

Each student will be provided with a one note research and reflection space on Microsoft 365

Guided Student Reflection

Reflections on Planning and Progress Form

• Introduction
• First Reflection
• Interim Reflection
• Final Reflection - Viva voce

• Reflections on Planning and Progress Blank Form
• Reflections on Planning and Progress Interactive pdf

The reflection on Planning and Progress Form will help the examiner to award you a level for Criteria E : Engagement (6marks). The form is mandatory and is restricted to 500 words in total. Make sure you utilize an economy of relevant and sharply focused summative words in order to achieve this.

Reflection needs to be focused on process. Ensure you demonstrate what you have learned about the topic as well as what you have learned about your own Approaches To Learning.

Example of the first reflection section:

We have currently completed two Extended Essay days whereby we have finalized our subject choices and completed our preliminary research for our chosen subjects. I was originally going to complete a business management EE, however, I opted for a Language and Literature EE instead, as I would have more engagement with the subject. I was feeling a little bit stressed when I decided to change as my progress would be hindered. However, I remained focused on the topic at hand so I completed a lot of work. Research was conducted on the internet using websites and journals. I also studied Mark Tushnet's 1992 paper on the effect of political correctness on the legal system. This new topic was definitely more engaging for myself and I am enjoying researching this topic much more than the prior.

THE INTERIM REFLECTION SESSION

At this stage the RRS may include reactions to readings, progress in the timeline for completion of the extended essay, a possible outline of arguments, challenges encountered and the strategies used to overcome them. 

Example of the interim reflection:

Since the last reflection, my Extended Essay has changed dramatically. I have found that my previous topic is much too broad for a 4000 word essay, so I have decided to instead research the use of social media in presidential campaigns by Barack Obama in 2008 and Donald Trump in 2016. I have been able to recover much of my progress in the last month and I have learned all about the different marketing techniques used in presidential campaigns as well as the different ways language is utilized by different characters according to their target audience. This research has been successful as I have a clear plan of my introduction, different arguments and my conclusion. This is also reinforced by my exact points of each argument, the research I have conducted and the format. My new research plan includes the use of academic journals from Stephanie Takaragawa and Chang Liu about internet usage in presidential campaigns by Obama in 2008 and Trump in 2016 respectively.

THE FINAL REFLECTION SESSION

During the viva voce , which takes place at the completion of the extended essay process, the RRS can form the basis for discussion about the process of completing the essay. Students can show what they have learned about the topic, the research process followed, their own learning, as well as outlining new questions they have uncovered. Most importantly, during the viva voce the RRS may help to highlight the personal significance of the work to the student and ultimately contribute to the supervisor's report. 

Example of the final reflection:

My extended essay is now completed and the process is complete. If I were to complete it again I would ensure that I had a focused research question from the beginning. I found myself changing it regularly up to a certain point during the process. I am satisfied with my methodological approach as I was able to gain enough information from balanced sources to be able to synthesize my own conclusions about the topic at hand. This was vital in creating my extended essay as I tried to avoid presenting ideas that other people have already produced and attempted to identify and explain my own ideas of the implications involved in this topic. I was surprised when I understood the power of social media in politics and its future implications. If I understood this aspect earlier in the process, I may have focused on an essay about the future implications of internet usage in politics. I am still very happy with my extended essay and especially what I have gained from completing it; including the ability to critically analyze sources, especially given the inherent biases in media today, as well as the ability to synthesize independent conclusions about the topic at hand.

RPPF exemplars

• Business Management
• Design Technology
• Global Politics
• Mathematics
• Visual Arts
• World Studies

Extended Essay 专题论文: STEP 7. Interim Reflection Meeting

• STEP 1. Start Early and RRS
• Identify Keywords and Terms
• Background Reading
• Refine and Narrow the Topic
• Question Starters
• Command terms & key concepts for the subjects
• STEP 4. First Formal Reflection Session
• STEP 5. Outline and Methods
• STEP 6. EE Café
• STEP 7. Interim Reflection Meeting
• STEP 8. Write a Complete Draft
• Assessment Criteria
• How to create and edit sources
• How to use Quick Cite
• How to create Notecards
• How to Create In-text Citations
• How to Export Source Citations
• How to share a Project with Your Teacher
• Getting Started
• Subject-specific Rules and Considerations
• World Studies Global Themes
• Interdisciplinary Study
• Disciplinary Lenses
• Making Meaningful Connections
• Nurturing Global Consciousness
• WSEE Learning Demands and Expectations
• Common Problems
• Resources for Supervisors
• Citations and Referencing

Skills development in the EE

The process of researching and writing the EE represents the IB learner profile in action. Being open-minded, principled and reflective are key. The EE allows students to develop skills required for both tertiary education and employment in the 21st century. These skills relate closely to both the assessment criteria of the EE and  approaches to teaching and learning  within an IB education.

Preparation for the Interim Reflection session

This session is a continuation of the dialogue between supervisor and student in which the student must demonstrate the progress they have made in their research. They must also be able to discuss any challenges they have encountered, offer their own potential solutions and seek advice as necessary.

During this session the supervisor might discuss:

• a completed piece of sustained writing from the student in order to ensure that they understand the academic writing requirements, including referencing formats
• whether an appropriate range of sources has been accessed and how the student is critically evaluating the origin of those sources
• what the student now has to do in order to produce the full draft of their essay, and ways and means of breaking down the task into manageable steps.

By the end of the interim reflection session both student and supervisor should feel satisfied that there is:

• a clear and refined  research question
• a viable argument on which to base the essay
• a sufficient range of appropriate sources
• a clear vision for the final steps in the writing process.

Between the interim session and the completion of the extended essay, students should continue to see their supervisor as appropriate to their needs, although the third and final reflection session should not take place until after the extended essay has been completed and uploaded for submission.

source from: IB

Reflection Prompts

While these suggestions aren’t fail-proof, these sentence starters might helps to encourage more reflection and evaluation, rather than description:

• This topic about _________ interests me because
• I chose to write about _________ because
• I have now modified my research question because__________
• When researching for secondary source material, I found that
• When citing secondary sources, I have learned that
• When structuring my essay, I know I need to
• At first, I_____however, now I _______
• Now that I have written a first draft, I understand that
• So far, my organisational skills have been _____ because
• I am developing my analytical skills by
• After my supervisor suggested that I ______ I am now intending to
• After receiving feedback, I have decided to
• Next, I intend to
• Before my final submission, I need to
• One challenge I have faced is
• I have had difficulty
• When editing my essay, I noticed that
• My time-management skills have
• One limitation of my essay is that
• I believe one successful aspect of my essay is that
• If I were to do the essay again, I would
• If I had more time, I would have

What's Expected?

• E: Engagement

Handy Links:

• Sample Reflections
• Full chapter on Reflections from the Oxford Guide

Criterion E:  Engagement

Questions to ask:  

• Have you demonstrated your engagement with your research topic and the research process?
• Have you highlighted challenges you faced and how you overcame them?
• Will the examiner get a sense of your intellectual and skills development?
• Will the examiner get a sense of your creativity and intellectual initiative?
• Will the examiner get a sense of how you responded to actions and ideas in the research process?

(Source: IBO.org)

To-dos at this stage

Examples of the rppf.

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Extended Essay Resources: Supervisor Resources

• Research Video Tutorials
• In-text Citations
• Plagiarism VS. Documentation
• Primary Sources
• Subject Resources
• Cite Your Sources This link opens in a new window
• Evaluate Your Sources This link opens in a new window
• Supervisor Resources
• Note Taking Templates
• Paper Formatting
• October EE orientation presentation
• Extended Essay calendar
• Submit your topic selection

Useful Resources

• Subject-Specific Guidance Covers individual subjects’ requirements for the extended essay (EE) in terms of choice of topic, treatment of topic, and assessment and interpreting the assessment criteria.
• 2023 IB Extended Essay Guide The official guide from the IB. It contains information on overall requirements, subject-specific requirements, tips for conducting research, and assessment information. IMPORTANT!
• IB Extended Essay Homepage Official IB website for Extended Essay resources.
• EE Exemplars Student sample extended essays, corresponding marks and comments from senior examiners.
• Teacher Support Material Advice written by IB teachers experienced in supporting students and fellow teachers through the EE component of the Diploma Programme.
• EE Subject Reports Visit MyIB.com to view EE subject reports which are located within each subject's resources page.

Role of the Supervisor

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Extended Essay: First Reflection Session

• General Info
• EE Timeline
• Picking a Subject Area
• Picking a Topic
• Picking your EE Supervisor
• First Reflection Session
• Interim Reflection Session
• Research Proposal
• Annotated Bibliography
• EE Presentation
• First Complete Draft
• Second Complete Draft
• Final Draft

Please note:

• Sessions should last 20-30 minutes.
• Your conversation should be centered around the progress you've made and planning your next steps.
• Where are you in the process? Why did you decide on this topic? How strong is your research question? What do you need to do next?

Following this first session, the student is required to complete the first student reflection section of the Planning and Progress tab in ManageBac. The entry should be 150 words or less and be completed by March 25, 2018.  Please note that I've provided sample reflections below on the example RPPF forms.

Feel free to send me any other questions you have!

Students: Preparing for your First Reflection Session

Based on the EE Guide, page 60:

At Omaha Central, the first reflection takes place after the student has selected a subject, topic and written a working research question and after the supervisor has completed supervisor training.

As preparation for their first reflection session, students should do the following. 1. Read the subject-specific section of the Extended essay guide for the subject they are interested in, paying particular attention to the nature of the subject and the treatment of the topic. 2. Undertake further background reading and begin to gather information around their area of interest. This exploration should give rise to a variety of topics and questions that students can consider for further research. At this stage it is important that students consider the availability of reliable and valid sources for the topic under consideration.  3. Begin developing a research proposal which might include a MindMap® of ideas, an annotated article or preliminary bibliography. Additionally, students must already be thinking in terms of the following questions. • Is my topic appropriate for the subject I am considering? • Why am I interested in this area and why is it important? • What possible questions have emerged from my initial reading? • Are there any ethical issues that I need to consider? • What possible methods or approaches might be used for research in this area and why?

Sample RPPFs by Subject Area

Here are a few sample RPPFs -- provided so you can see what other students have written for their required Extended Essay reflections. You may use these as inspiration -- but keep in mind that we don't know how these reflections were scored!

• Sample Biology RPPF
• Sample English RPPF
• Sample History RPPF
• Sample Psychology RPPF
• Sample Visual Arts RPPF

Supervisors: The First Reflection Session

From the EE Guide, pg 61.

This initial reflection session should be a dialogue between the student and the supervisor based on the student’s initial explorations. It is recommended that the student have selected a subject, narrowed their topic and crafted a working research question before the meeting. They may have begun to construct a research proposal, which is due April 9, 2018,  and which will be sent to the supervisor when it is completed.

Topics of discussion that should arise during this session include: • a review of the requirements and assessment criteria for the subject • a review of ethical and legal implications, if applicable • a dialogue about possible approaches and any potential problems that might arise • a discussion of strategies for developing the student’s ideas for the essay and expanding the research so that the essay starts to take form • probing and challenging questions that will help the student focus their thinking; this should lead to the development of the student’s working research question • an outline of the next steps that the student should undertake in order to refine their question; this should take the form of a research and writing timeline.

Note: This is the first of three FORMAL reflection sessions. Other "check-in" sessions will likely be needed between formal sessions, particularly after the supervisor has reviewed the student's research proposal.

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Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

Extended Essay - Criteria: Initial reflection

• Criterion A: Focus and Method
• Criterion B: Knowledge and Understanding
• Criterion C: Critical Thinking
• Table of Contents
• Citations and Referencing
• Appendices (Optional)
• Initial reflection
• Interim reflection
• Initial Reflection Handout

Keep your supervisor informed of the work you’re doing between reflection sessions. You may have informal discussions with other people who can help you, especially subject specialist teachers and the school Librarian.

Initial Reflection

INITIAL REFLECTION (max. ~150 words)

When writing the final reflection, students might reflect about any of the above questions that were discussed.

DO NOT MENTION YOUR SUPERIVOR'S NAME in your reflection.

The initial reflection session takes place early in the extended essay process after the initial ideas, background reading, and research plan have been considered. The first step is a mandatory interview between the student and the supervisor. The questions asked during this session tend to be more descriptive, with a discussion of the research question, preliminary research, and steps for further inquiry. This interview informs this first written reflection.

Interview Session

INTERVIEW SESSION (20–30 minutes)

During this interview session supervisors might ask:

• Why is your research question worthy of study?
• Were you successful in gathering the information/evidence you wanted?
• Do you need more information to answer your question? How will you go about finding it?
• Are there any questions emerging from your research that you didn’t anticipate?
• Has your approach to answering the research question changed in any way so far?
• Have you faced in problems in the EE process so far? How do you intend to tackle or resolve these challenges?
• What are your initial thoughts about the answer to your research question?

Examples of Initial Reflections

During math class this year, we watched the movie "21" about blackjack and counting cards. At first I was really interested in the probability behind gambling. After talking with my supervisor, she recommended that I focus my extended essay on poker because it lends itself to more research. I will calculate the probability of gettingeach hand of cards in basic poker. To add an edge of difficulty, my supervisor and I decided to turn #2 cards into wild cards. If twos are wild cards, then the probability of getting each of the hands would change, so there would be a new order of the hardest hands to get.

In my first meeting with my supervisor we discussed my topic in English literature and more specifically poetry. I recalled enjoying the unit on poetry as well as writing my own personal poetry in my spare time. Originally my supervisor suggested I analyze some of Carol Ann Duffy's works because they were moderately similar to the works I had been producing myself. However as I began to research poets more in-depth I discovered and began to enjoy the works of Seamus Heaney. As I continued researching I read through his first book, Death of a Naturalist. Eventually we developed the idea that I should focus my subject around doing a literary commentary and comparison of some of his works within this text.

I found myself leaning towards theatre with a few ideas of things I'd like to research that had been inspired by classwork. I was interested in how Dada and Absurdism seemed like very different styles but came from similar origins. I chose the question, "How did the global conflicts of WWI and WWII affect the creation of Dada and Absurdist Theatre, and what is the lasting impact of these theatre traditions on theatre today?" To complete the EE, I will research the origins and reasons behind their creation, and how the traditions differ from each other and what might have caused them to have different impacts on theatre today. I also will look into contemporary productions to find out more about the theatre traditions' lasting effects on modern performances. To gather information to form my ideas and conclusions, I will use a plethora of sources from relevant websites, articles, and books.

My mother was diagnosed with Celiacs Disease so it was important to me to write an extended essay on the topic. This was easier said than done, however. Originally, I had a lot of difficulty gaining access and finding databases with research on Celiacs. I found one that was perfect and covered multiple issues, but I could not get access to this database. This was disheartening to say the least, but my supervisor suggested coming up with a contingency plan if this happened. After looking at this question from another point of view, I was able to find three databases. One database had a lot of information on the proteins and peptides related to Celiacs.This was a significant challenge to overcome for the overall of the EE.

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