IB Extended Essay Advisor Comment and Assessment Rubric Language B

Supervisors Name: __________________________________ Candidates Name: ___________________________________

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.

Criterion A - Research Question

This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the aim of the essay will normally be expressed as a
question and, therefore, this criterion is called the research question. However, certain disciplines may permit or encourage different ways of
formulating the research task.

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.

Below standard Adequate Excellent

0 1 2
Not stated in the introduction Stated in the introduction Clearly stated in the introduction
Not clearly expressed Sharply focused
Does not lend itself to a systematic investigation
Too broad in scope to be treated effectively Makes effective treatment possible within word
in an extended essay in the subject in which it is within the word limit limit
registered

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.

Below standard Adequate Excellent

0 1 2
Little or no attempt is made to set the Some attempt is made to establish the Context of the research question is clearly
research question into context research question in context. demonstrated
Little or no attempt to explain the Some attempt to explain the significance of Introduction clearly explains the significance
significance of the topic the topic and why it is worthy of of the topic and why it is worthy of
investigation investigation

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.

Where the research Below standard Marginal Adequate Good Excellent

question does not lend 0 1 2 3 4
itself to a systematic
investigation in the Little to no A range of
evidence that inappropriate
A limited range of A sufficient range An imaginative
subject in which the appropriate of appropriate range of
essay is registered, the sources have been sources has been appropriate
sources has been sources has been
consulted or data consulted of sources has been
maximum level that can gathered. inappropriate data
consulted of data consulted or data
be awarded for this has been has been consulted or data
has been has been
criterion is 2. gathered. gathered.
Little to no gathered. gathered.
evidence of Some relevant Relevant material
Relevant material
planning in the There is little material had been has been selected
has been carefully
investigation. evidence that the selected. The investigation chosen
investigation has There is evidence has been The investigation
been planned. of some planning satisfactorily has been well
in the planned. planned.
investigation.

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.

Where the research Below standard Marginal Adequate Good Excellent

question does not lend 0 1 2 3 4
itself to a systematic
investigation in the Essay Essay Essay Essay Essay
subject in which the demonstrates no demonstrates demonstrates an demonstrates demonstrates a
essay is registered, the real knowledge or some knowledge adequate good knowledge very good
understanding of but little knowledge and and understanding knowledge and
maximum level that can
the topic. understanding of some of the topic. understanding of
be awarded for this the topic. understanding of the topic.
criterion is 2. the topic. Where
Essay shows little appropriate, the Where
awareness of an Essay shows essay successfully appropriate, the
academic context some awareness outlines an essay clearly and
for the of an academic academic context precisely locates
investigation. context for the for the the investigation
investigation. investigation. in an academic
context.

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).

Where the research Below standard Marginal Adequate Good Excellent

question does not lend 0 1 2 3 4
itself to a systematic
investigation in the No attempt to Limited or Some attempt to Ideas are Ideas are
subject in which the develop a superficial present ideas in a presented in a presented clearly
essay is registered, the reasoned attempt to present logical and logical and and in a logical
argument in ideas in a logical coherent manner. coherent manner. and coherent
maximum level that can
relation to the and coherent manner.
be awarded for this research question. manner. Some attempt to A reasoned
criterion is 2. Essay succeeds in
develop a argument is
Limited or reasoned developed in developing a
superficial argument in relation to the reasoned and
attempt to relation to the research question, convincing
develop a research question, but with some argument in
reasoned but this is only weaknesses. relation to the
argument in partially research question.
relation to the successful.
research question.

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.

Below standard Marginal Adequate Good Excellent

0 1 2 3 4
Essay shows no Essay show little Essay shows some Essay shows sound Essay shows effective
application of application of application of application of and sophisticated
appropriate analytical appropriate analytical appropriate analytical appropriate analytical application of
and evaluative skills. and evaluative skills. and evaluative skills. and evaluative skills. appropriate analytical
and evaluative skills.

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.

Below standard Marginal Adequate Good Excellent

0 1
Language used is
inaccurate and unclear.
No effective use of
terminology appropriate
to the subject.
Language used
sometimes
communicates clearly
but does not do so
consistently.
Use of terminology
appropriate to the
subject is only partially
accurate.
2 3 4
Language used for the Language used Language used
most part communicates communicates clearly. communicates clearly
clearly. and precisely.
Use of terminology
Use of terminology appropriate to the Terminology
appropriate to the subject is accurate appropriate to the
subject is usually although there may be subject is used
accurate. occasional lapses. accurately, with skill
and understanding.

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.

Below standard Adequate Excellent

0 1 2
A conclusion is attempted that is relevant to An effective conclusion is clearly stated.
the research question but may not be
consistent with the evidence presented in the Conclusion is relevant to the research
essay. question and consistent with the evidence
Little or no attempt is made to provide a presented in the essay.
conclusion that is relevant to the research
question. Where appropriate to the subject concerned,
the conclusion includes unresolved questions.

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).

Below standard Marginal Adequate Good Excellent

0 1 2 3 4
Formal presentation is Formal presentation is Formal presentation is Formal presentation is Formal presentation is
unacceptable poor. satisfactory. good. excellent.

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.

Below standard Adequate Excellent

0 1
Does not state the research question.
Does not state how the investigation was
undertaken.
Does not state the conclusions of the essay.
Exceeds 300 words.
2
States the research question. Clearly states the research question that was
investigated.
States how the investigation was undertaken.
Clearly states how the investigation was
undertaken.
States the conclusions of the essay.
Clearly states the conclusions of the essay.
Is within the word limit.
Is within the word limit.

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.

Below standard Marginal Adequate Good Excellent

0 1 2 3 4
Essay shows no Essay shows little Essay shows some Essay shows clear Essay shows
evidence of intellectual evidence of intellectual evidence of intellectual evidence of intellectual considerable intellectual
initiative, depth of initiative, depth of initiative, depth of initiative, depth of initiative, depth of
understanding and understanding and understanding and understanding and understanding and
insight. insight. insight. insight. insight.

Comments:

Submitted to turnitin.com yes no

Works Cited/Works Consulted Page is free of errors yes no

Disclaimer: The draft score is assigned at the school level by the candidates supervisor. It is a formative evaluation intended to help
the student revise the essay. The finished essay is rescored by the supervisor and submitted as the students predicted grade on the
extended essay. The actual/official extended essay score is determined by the mark received from external IBO examiners.

Copy grades here:

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.