<\/p>\nThere\u2019s a small, tricky language problem that trips up lots of IB students: asking a supervisor for \u201capproval.\u201d It sounds safe and sensible\u2014after all, you want to be sure you\u2019re doing the right thing\u2014but in the IB context, asking for approval can push supervisors into an awkward position and can blur the line between guidance and authorship. This post gives you practical, human ways to ask for feedback so your supervisor knows exactly how to help, you keep your academic integrity, and your Extended Essay (EE), Internal Assessment (IA), or Theory of Knowledge (TOK) work moves forward with clarity and confidence.<\/p>\n
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When you ask for \u201capproval,\u201d the supervisor may hear you asking for a green light on something only you should be responsible for\u2014your argument, original analysis, or final wording. In the IB philosophy, supervisors are guides; they offer advice, help you shape research questions, point to resources, and flag major issues. They are not co-authors, and they shouldn\u2019t be asked to take responsibility for the intellectual content of your work. Using the word \u201capproval\u201d may unintentionally invite more intervention than is allowed or comfortable for your supervisor.<\/p>\n
Words shape expectations. If you ask for feedback instead of approval, you give your supervisor permission to comment, critique, and point you in better directions without being put on the hook to \u201csign off\u201d on your final product. That\u2019s kinder to them and better for you.<\/p>\n
Conversely, supervisors generally should not write, substantially rephrase, or fill in large sections of your work. They should not provide modeled answers or do the analysis for you. Keeping those lines clear protects both of you and preserves the authenticity of your assessment.<\/p>\n
The secret is to be specific about what you want. Instead of a vague \u201cPlease approve,\u201d try targeted requests that make it easy for your supervisor to respond quickly and usefully. Below are practical phrases and templates you can adapt to emails, comments, or conversation starters for meetings.<\/p>\n
Use concise subject lines and lead with a one-sentence context. Supervisors are busy; clarity and brevity are gifts.<\/p>\n
Hi [Supervisor name],
I\u2019ve drafted a refined research question and a one-page outline. Could you please focus on whether the research question is narrow enough and whether the planned sources\/methods will allow strong analysis? Attached are the question and outline; I\u2019d appreciate two brief suggestions for improvement. Thanks\u2014[Your name]\n<\/li>\n
Hi [Supervisor name],
I\u2019m torn between Method A and Method B for the IA. Could you tell me, in a sentence or two, which is more appropriate given the assessment criteria and why? I\u2019ve summarized both options below. Best, [Your name]\n<\/li>\n
| Goal<\/th>\n | What to Ask<\/th>\n | Why It Helps<\/th>\n | Sample Wording<\/th>\n<\/tr>\n<\/thead>\n |
|---|---|---|---|
| Focus your question<\/td>\n | Is my question specific and researchable?<\/td>\n | Avoids broad topics that are hard to answer deeply.<\/td>\n | \u201cDoes this research question look narrow enough to produce detailed analysis?\u201d<\/td>\n<\/tr>\n |
| Structure check<\/td>\n | Does the overall structure support my argument?<\/td>\n | Prevents logical drift and weak conclusions.<\/td>\n | \u201cCould you review the outline and tell me if the sections build on each other?\u201d<\/td>\n<\/tr>\n |
| Method choice<\/td>\n | Which method best matches the criteria?<\/td>\n | Helps choose a feasible approach for assessment.<\/td>\n | \u201cIs Method A or B more appropriate for demonstrating the assessment objectives?\u201d<\/td>\n<\/tr>\n |
| Editing limits<\/td>\n | Can you point out major issues rather than copy-edit?<\/td>\n | Respects boundaries and focuses feedback.<\/td>\n | \u201cPlease highlight key weaknesses; I\u2019ll handle the line edits.\u201d<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\nTiming and practicalities: when to ask and what to send<\/h2>\nTiming changes how a supervisor responds. If you only ask at the last minute, feedback will tend to be hurried and small. Plan multiple short, focused check-ins instead of one big \u201capprove this\u201d moment.<\/p>\n Recommended checkpoints (flexible for EE, IA, TOK)<\/h3>\nWhat to send with your request<\/h3>\nPractical tactics to control the conversation<\/h2>\nMake your feedback easy to deliver. Supervisors respond well to structured requests that respect their time. Here are practical tactics you can use in messages or meetings.<\/p>\n 1. Ask for a targeted number of comments<\/h3>\n\u201cCould you please point out up to three places where my argument is weakest?\u201d is better than \u201cPlease tell me what\u2019s wrong.\u201d That constraint helps them prioritize and helps you act.<\/p>\n 2. Use a specific rubric or criterion<\/h3>\nBring a criterion from the subject guide and ask how your draft meets it. Framing feedback around assessment objectives helps keep comments focused on quality rather than rewriting.<\/p>\n 3. Offer short, incremental tasks<\/h3>\nRather than asking for a full read-through, ask for a short review of a single section or a one-paragraph summary. Smaller tasks are easier to schedule and more likely to produce meaningful feedback.<\/p>\n 4. Show how you\u2019ll use the feedback<\/h3>\nInclude a brief plan: \u201cIf you suggest changes to section 2, I\u2019ll rework sections 3 and 4 by next week.\u201d That demonstrates responsibility and reassures supervisors you\u2019re not asking them to do the work.<\/p>\n Language to avoid \u2014 and why<\/h2>\nInstead, replace these with specific, actionable invitations for feedback. That preserves the ethical boundary while getting you the help you need.<\/p>\n Examples: bad vs good requests (realistic samples)<\/h2>\nSeeing both versions makes the difference concrete.<\/p>\n
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