General Advice

Once the research question is agreed students need to understand that all they will be judged on ultimately is the quality of their final Essay and how it fits the four summative assessment criteria together with the formative assessment of the process (Criterion E: Engagement). It is therefore not only good practice, but now virtually a requirement, to get them to put ‘pen to paper’ throughout the process while they are still gathering their research data to inform and support their argument in their researcher's reflective space. Technically they can still literally put 'pen to paper' when it comes to writing the actual essay but it is now more than twenty years since I’ve marked an essay that was not word-processed. Word processing the text of the essay makes complete sense as it does not all have to be rewritten as one draft gives way to another. However unless your students are very skilled at Information Technology they do not need to spend hours using the computer to draw every diagram or the structure of every complex molecule. Drawings can be scanned and added or indeed just drawn in by hand. A digital camera can be useful when used sensibly, such as to show an experimental set-up designed by the student. It is better to spend the time usefully on the quality of the content rather than spend many hours just making it look pretty.

From the outset students should have a plan of the outline of the essay. It must include six formal components. These are:

Title page

Contents page

Introduction

Body of the essay

Conclusion

References and bibliography

Students must have a copy of the Assessment Criteria and the information as to how they are applied in Chemistry before they start writing. They should also have seen several examples of past Chemistry Extended Essays that have been graded ‘Excellent’.

Specific advice as to how they can maximise their mark for each criteria is given in the separate pages for each criterion. 

The writing does not have to take place as a linear process. The bibliography can be compiled as the research progresses so that all the important parameters about each source are recorded in one consistent correct way as they are read. It is likely too that the Introduction will not be finalised until the body of the Essay and the Conclusion has been written as it can be helpful in the introduction to give some outline of the direction of the Essay.

The main body of the Essay contains the reasoned argument. The writer must make clear to the reader what relevant evidence has been discovered, how it has been discovered and how it supports the argument. The validity of the evidence should be discussed and any evidence for counter-arguments should also be included. If the evidence has been obtained by the student through practical work in the laboratory then sufficient detail should be given to enable a competent chemist to repeat the work. This does not mean that it must be written up according to the Internal Assessment criteria. Lists of basic equipment are not necessary and standard techniques like titration do not need to be elaborated. Students must show however that they understand the underlying chemistry.  Students should be reminded that the examiner does not have to read the appendix so caution students against including material essential to the argument in the appendix (or in footnotes or endnotes) as a way of getting around the 4000 word limit. The 4000 word limit does not include:

Acknowledgements

The title and contents page

Maps, graphs, diagrams, annotated illustrations and tables

Equations, formulas and calculations

Citations of references

The bibliography

The appendix             

As a supervisor you are only allowed to comment on one of the completed drafts. This begs the question, “What is a completed draft?” Generally it is accepted that the first completed draft is the first version of the final Essay. It seems to me quite reasonable for you to see parts of what the student has written as the work progresses so that you can discuss it with the student. You will want to see the data they have obtained, discuss with them weaknesses in their arguments and make suggestions for improving their experimental methods when ‘it does not work’. Students should be encouraged to be fluid in their thinking. It is not unusual for the Research Question to change slightly during the progress of the work as new ideas emerge. Students should be open to this.

Arrange to meet quite regularly with your students to supervise them. Do not confuse supervision meetings with the three mandatory meetings for reflection. Monitor their performance both in the laboratory (if they are doing their own practical work) and how they progressing with their writing. Give praise for what they have done as they will appreciate the support but equally be prepared to cajole if they seem to be doing very little - leaving it all to the last minute does not make for a good essay.  You are within your rights as a supervisor not to discuss further with the student any work that is handed in to you after the deadline for the completed draft (for you to comment upon) agreed by your school.