If you\u2019re deep into an Internal Assessment, wrestling with your Extended Essay, or polishing a TOK piece, the question that quietly sits behind every decision is simple: what counts as my own work? That question is more than a rule to follow \u2014 it\u2019s the backbone of a fair and meaningful assessment system that trusts students to think, create and argue for themselves. The IB expects student work to be genuine, authentic and clearly attributable to the student who submits it.<\/p>\n
Academic integrity is about trust: trust between you, your teachers and the global IB community that the work you present reflects your reasoning, research and effort. When your work is honestly yours, grades measure learning. When work is not authentic, fairness and learning are undermined for everyone. Beyond marks, practicing integrity strengthens your voice as a thinker and prepares you for university-style research where being transparent about sources and influences is central.<\/p>\n At its heart, \u201cyour own work\u201d means three things: (1) the ideas, structure and argument in the piece are products of your thinking and crafting; (2) any material that comes from others\u2014words, data, images, ideas\u2014are clearly acknowledged; and (3) collaboration or help is within the boundaries set by your teacher and the IB. You can build on other people\u2019s research or get feedback, but you must show how you used those resources and where the original input came from.<\/p>\n Different DP components ask for different kinds of work, but the same authenticity rules apply. External assessments (like papers marked by IB examiners), and coursework that is externally assessed (for example, the EE and TOK essay), require clear evidence that the candidate did the thinking and the writing. Internal Assessments are prepared in school but must still reflect the student\u2019s independent work; teachers authenticate and moderate. Know your task\u2019s expectations early and use the authentication \/ declaration processes your school requires.<\/p>\n IAs are often project- or task-based pieces completed in school time and under teacher supervision. They are an opportunity to apply methods and ideas from the course to a concrete question. What counts as your own work in an IA:<\/p>\n Unauthorized collaboration (for example, submitting work substantially similar to another student\u2019s) or allowing someone to write parts of your IA are examples of conduct that short-circuit the IA\u2019s purpose and are treated as breaches of integrity.<\/p>\n The EE is one of the clearest moments where \u201cyour own work\u201d is essential: it\u2019s a sustained, independent research project that demonstrates your ability to pose a question, marshal evidence and present conclusions in your voice. Supervisors provide guidance and help with research skills, but they do not write parts of the essay or reorganize the argument for you. The Extended Essay process\u2014drafts, supervisor comments and final reflection\u2014serves as part of the authenticity record, so keep versions and notes that document how ideas developed.<\/p>\n TOK tasks, including the essay and exhibition, are philosophical and reflective; they rely on original connections between knowledge questions and real examples. Citing sources, acknowledging influences on your way of thinking, and making clear when you are leaning on classmates\u2019 perspectives in discussion are all part of presenting your own work in TOK. While instructors can facilitate and give feedback, the final examples, reasoning and structure must be yours.<\/p>\n Formal examinations and school-based assessments have strict rules to ensure fairness. Cheating, bringing unauthorized material into an exam, or manipulating assessment conditions to gain advantage are serious breaches. When in doubt, ask your teacher before the assessment; when you plan research or collaboration, clarify the boundary between permitted help and unacceptable assistance.<\/p>\n Concrete examples help turn abstract rules into usable decisions. Below are common situations IB students face and how to think about them.<\/p>\n The IB groups integrity concerns into academically dishonest acts (for example, plagiarism and collusion) and problems arising from maladministration. Examples listed by the IB include presenting another person\u2019s work as your own, copying, and examination misconduct. Being familiar with these categories helps you proactively avoid behaviours that can be judged as a breach.<\/p>\n Making your process visible is the best defence against misunderstandings. Keep a research log or version history showing how your ideas and drafts developed. Save original data files, timestamps, or lab notebooks. When you receive feedback, keep copies of comments and your subsequent edits. These artifacts make it easy for a teacher or moderator to see where work genuinely evolved from your own thinking.<\/p>\nWhy academic integrity matters (and why it\u2019s not just about rules)<\/h3>\n
Core idea: what \u201cyour own work\u201d means in plain terms<\/h3>\n
How this plays out across DP assessments<\/h3>\n
Internal Assessments (IAs): independent thinking inside school walls<\/h3>\n
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Extended Essay (EE): an independent research story<\/h3>\n
Theory of Knowledge (TOK): making your thinking visible<\/h3>\n
Exams and school-based assessments: fairness matters<\/h3>\n
Clear examples: what counts and what doesn\u2019t<\/h2>\n
Examples that usually count as your own work<\/h3>\n
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Examples that usually do not count as your own work<\/h3>\n
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IB examples and categories of concern<\/h3>\n
Quick-reference table: everyday situations<\/h2>\n
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\n \nSituation<\/th>\n Counts as your own work?<\/th>\n If not, what to do<\/th>\n<\/tr>\n<\/thead>\n \n Quoting a published article and responding to it<\/td>\n Yes, with correct citation<\/td>\n Use quotation marks, cite the source, then add your analysis<\/td>\n<\/tr>\n \n Paraphrasing without citation<\/td>\n No<\/td>\n Include an in-text citation and bibliography<\/td>\n<\/tr>\n \n Shared lab notes with identical write-ups<\/td>\n No<\/td>\n Rewrite in your own voice and reference any shared data sources<\/td>\n<\/tr>\n \n Substantial edits by a tutor or parent<\/td>\n Depends (if edits change argument or analysis, probably no)<\/td>\n Limit external edits to clarity; keep a record of feedback and versions<\/td>\n<\/tr>\n \n Using AI to brainstorm ideas but not crediting it<\/td>\n No<\/td>\n Either don\u2019t use AI for core content or clearly acknowledge and reference it<\/td>\n<\/tr>\n \n Resubmitting the same essay for two different assessments<\/td>\n No (self-plagiarism \/ duplication)<\/td>\n Check with teachers; adapt and properly reference prior work if allowed<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n How to demonstrate that your work is authentically yours<\/h2>\n
Practical habits that help<\/h3>\n