{"id":16467,"date":"2026-11-13T08:09:17","date_gmt":"2026-11-13T02:39:17","guid":{"rendered":"https:\/\/sparkl.me\/blog\/?p=16467"},"modified":"2026-11-13T08:09:17","modified_gmt":"2026-11-13T02:39:17","slug":"ib-dp-extended-essay-the-ee-checklist-for-dp1-term-2","status":"publish","type":"post","link":"https:\/\/sparkl.me\/blog\/ib\/ib-dp-extended-essay-the-ee-checklist-for-dp1-term-2\/","title":{"rendered":"IB DP Extended Essay: The EE Checklist for DP1 Term 2"},"content":{"rendered":"<h2>EE Checklist for DP1 Term 2 \u2014 the moment to set your research engine running<\/h2>\n<p>DP1 Term 2 is a sweet-spot: you\u2019ve chosen subjects, you\u2019ve been exposed to a few research approaches, and you\u2019re starting to feel the shape of an idea that could become a real Extended Essay. The EE is an independent, self-directed piece of research that finishes with a 4,000-word paper \u2014 a project designed to stretch your academic muscles, sharpen your argumentation, and prepare you for university-style research.<\/p>\n<p><image_description>Photo Idea : a student at a desk surrounded by open books, sticky notes, and a laptop, mid-research<\/image_description><\/p>\n<h3>Quick facts you should carry in your pocket<\/h3>\n<ul>\n<li>Length: aim for a focused 4,000-word argument \u2014 not a scattershot long-form of everything you found.<\/li>\n<li>Supervision: you will be supported by a supervisor (often a teacher) who guides rather than writes.<\/li>\n<li>Reflection: three mandatory reflection sessions are required, with the final one being a reflective concluding interview (viva voce).<\/li>\n<li>Assessment: essays are externally assessed and reported on a 0\u201334 scale and converted into bands that contribute to the Diploma in combination with TOK.<\/li>\n<\/ul>\n<p>Those reflection meetings, the supervision structure, and the externally marked nature of the EE are part of what makes it both challenging and incredibly valuable \u2014 they\u2019re not bureaucratic hoops but tools to help you think more clearly about the research process.<\/p>\n<h2>Your DP1 Term 2 checklist \u2014 what to do now and why it matters<\/h2>\n<p>Think of this checklist as a practical map you can adapt. The aim is to leave Term 2 with a sharpened research question, a realistic method plan, a first wave of secondary sources, and a schedule that fits the ebb and flow of DP life. Below each item you\u2019ll find short examples and quick actions you can complete during term time.<\/p>\n<h3>1) Lock the focus: refine your research question<\/h3>\n<p>A research question that is too broad is the most common EE trap. Instead of \u201cHow does climate change affect coastal towns?\u201d you could aim for \u201cTo what extent has rising sea level affected local fishing economies in [a defined place] between X and Y?\u201d Focus means place, timeframe (or not), and a clear measurable\/analytical angle.<\/p>\n<ul>\n<li>Quick action: write three versions of your question \u2014 one too broad, one too narrow, one \u201cjust right.\u201d<\/li>\n<li>Example of iterative improvement: transform a curiosity into a testable claim or comparison, then ask \u201chow would I prove this?\u201d<\/li>\n<\/ul>\n<p>If you want a tutor to work through question-sculpting with you, consider using <a href='https:\/\/sparkl.me\/register' target='_blank' rel='noopener noreferrer'>Sparkl<\/a>&#8216;s 1-on-1 tutors, who can simulate supervisor conversations and suggest follow-up questions that make your RQ sharper.<\/p>\n<h3>2) Map the literature: do a smart, early literature sweep<\/h3>\n<p>Term 2 is a great time for a rapid but strategic literature sweep: find authoritative books, recent journal articles, and a few good sources that represent different perspectives. Keep notes keyed to your evolving research question \u2014 you\u2019ll be synthesizing these later, not merely stacking quotes.<\/p>\n<ul>\n<li>Quick action: collect 8\u201312 solid secondary sources and write a one-sentence note for each describing its claim and how it could support or challenge your question.<\/li>\n<li>Tip: use a reference manager from the start (Zotero, Mendeley, etc.) so your bibliography grows with you and isn\u2019t a last-minute scramble.<\/li>\n<\/ul>\n<h3>3) Plan methodology: match method to question<\/h3>\n<p>The methodology must fit the question. If you\u2019re doing a science EE you might plan a controlled experiment; for history you might identify archives, primary sources, and historians\u2019 interpretations; for economics you might outline data sources and the statistical approach. Write a short methods paragraph now \u2014 keep it realistic and ethical.<\/p>\n<ul>\n<li>Quick action: draft a one-page methodology sketch that explains what you will measure or analyse, how you will collect it, and why that method answers the question.<\/li>\n<li>Ethics: if your research involves human participants or sensitive data, note the permissions you\u2019ll need and plan to discuss them with your supervisor and school.<\/li>\n<\/ul>\n<h3>4) Build a realistic schedule \u2014 milestones beat panic<\/h3>\n<p>Work backward from your school\u2019s EE submission window. Breaking the two-year project into short, measurable milestones makes the workload manageable and protects DP2 for polishing and reflection. Below is a compact milestone table you can adapt to your terms and free periods.<\/p>\n<div class=\"table-responsive\"><table>\n<thead>\n<tr>\n<th>Milestone<\/th>\n<th>Target (relative timing)<\/th>\n<th>Deliverable<\/th>\n<th>Why it matters<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Research question refinement<\/td>\n<td>By end of DP1 Term 2<\/td>\n<td>Finalized RQ and one-paragraph rationale<\/td>\n<td>Sets the scope and method<\/td>\n<\/tr>\n<tr>\n<td>Literature map<\/td>\n<td>Within 4\u20136 weeks<\/td>\n<td>Annotated bibliography (8\u201312 sources)<\/td>\n<td>Builds argument context and shows gaps<\/td>\n<\/tr>\n<tr>\n<td>Methodology &#038; ethics clearance<\/td>\n<td>Mid DP1 Term 3<\/td>\n<td>Methodology sketch and permissions checklist<\/td>\n<td>Ensures research is feasible and ethical<\/td>\n<\/tr>\n<tr>\n<td>Primary data collection \/ archive work<\/td>\n<td>Start DP2 Term 1<\/td>\n<td>Raw data, notes, transcripts<\/td>\n<td>Data fuels results and analysis<\/td>\n<\/tr>\n<tr>\n<td>First full draft<\/td>\n<td>Mid DP2<\/td>\n<td>Complete essay draft (all sections)<\/td>\n<td>Time for revisions before final reflection<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n<h3>5) Word economy: allocate words before you write<\/h3>\n<p>Split 4,000 words so every section has a purpose. A rough allocation keeps you focused and helps escape the \u201ceverything goes in\u201d temptation.<\/p>\n<div class=\"table-responsive\"><table>\n<thead>\n<tr>\n<th>Section<\/th>\n<th>Suggested word allocation<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Introduction (incl. RQ)<\/td>\n<td>400\u2013600<\/td>\n<\/tr>\n<tr>\n<td>Literature review\/context<\/td>\n<td>700\u2013900<\/td>\n<\/tr>\n<tr>\n<td>Methodology<\/td>\n<td>400\u2013600<\/td>\n<\/tr>\n<tr>\n<td>Results \/ analysis<\/td>\n<td>1000\u20131200<\/td>\n<\/tr>\n<tr>\n<td>Discussion &#038; conclusion<\/td>\n<td>600\u2013800<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n<h3>6) Make supervision work: plan reflective conversations<\/h3>\n<p>Supervisors are your sounding board, accountability partner, and guide. You\u2019re required to have three reflection sessions, culminating in the viva voce \u2014 short reflective conversations that clarify process and intent. Use each meeting to leave with a clear, written next step.<\/p>\n<ul>\n<li>Meeting 1 (early): discuss RQ and methods; leave with a 3-point action plan.<\/li>\n<li>Meeting 2 (mid): show preliminary findings or drafts; ask for targeted feedback.<\/li>\n<li>Meeting 3 (final viva): reflect on learning and confirm final adjustments.<\/li>\n<\/ul>\n<p>Frame your meetings: bring a brief agenda, a one-page update, and explicit questions. This professional practice saves time and keeps the supervisor-student relationship focused and meaningful.<\/p>\n<h3>7) Keep academic honesty airtight<\/h3>\n<p>Plagiarism is avoidable with disciplined note-taking and consistent referencing. Always note where an idea came from, paraphrase conscientiously, and use quotation marks for direct quotes (sparingly). If in doubt, cite. Your school will have an academic integrity policy \u2014 learn it now and follow it strictly.<\/p>\n<ul>\n<li>Quick action: keep a single research log (digital or paper) that records quotes, page numbers, and your immediate reaction or paraphrase.<\/li>\n<li>Tip: a good reference manager plus a clear bibliography style chosen early prevents formatting panic later.<\/li>\n<\/ul>\n<h3>8) Draft-feedback cycles: iterate like a researcher<\/h3>\n<p>Drafts should be a conversation: you write, you receive feedback, you refine. Resist the urge to polish every paragraph before you have the whole draft; instead prioritize getting a full draft down, then edit for clarity and argument strength.<\/p>\n<ul>\n<li>Quick action: aim for a first complete draft several weeks before your school\u2019s final polishing window \u2014 that gives you time for a serious revision cycle.<\/li>\n<li>Feedback practice: when you receive comments, separate them into content-level changes (argument, evidence), structural changes (flow, headings), and surface edits (grammar, citation format).<\/li>\n<\/ul>\n<p>One helpful option for structured feedback is working with tutors who can provide targeted 1-on-1 guidance; for example, <a href='https:\/\/sparkl.me\/register' target='_blank' rel='noopener noreferrer'>Sparkl<\/a>&#8216;s tutors can help you interpret supervisor feedback and translate it into an actionable revision plan.<\/p>\n<h3>9) Connect to TOK and CAS where relevant<\/h3>\n<p>The EE and Theory of Knowledge are intentionally linked \u2014 strong reflection on knowledge questions can strengthen both. Use insights from TOK to deepen your methodology and analysis, and document instances where your EE links to TOK questions in your reflections.<\/p>\n<p>Remember that the EE contributes to the Diploma in combination with TOK \u2014 together they can influence the award of up to three additional points for the Diploma, depending on how they\u2019re graded. Keep in mind how assessment decisions across both elements can affect your final points.<\/p>\n<h2>Common pitfalls (and exactly how to avoid them)<\/h2>\n<ul>\n<li>Too broad a question \u2014 fix by adding a clear parameter (place, time, population, or measurable variable).<\/li>\n<li>Late data collection \u2014 protect DP2 for analysis, not last-minute fieldwork.<\/li>\n<li>Weak argument structure \u2014 use paragraph topic sentences and signposting to guide the reader.<\/li>\n<li>Poor note-keeping \u2014 commit to a system now (date each note; record full citation details).<\/li>\n<li>Over-reliance on a handful of internet sources \u2014 prioritize peer-reviewed or reputable primary sources where possible.<\/li>\n<\/ul>\n<h3>Resources and where to look for detailed guidance<\/h3>\n<p>The IB publishes subject briefs, guidance documents, and sample essays that show what strong work looks like. Your school may provide access to the Programme Resource Centre for digital copies of the Extended Essay Guide and exemplar essays. Make it part of your workflow to consult official guidance when you\u2019re unsure about formatting, supervision limits, or reflective session requirements.<\/p>\n<p>For the detailed rules about structure, subject-specific expectations, and assessment criteria, the Extended Essay Guide is the authoritative reference \u2014 treat it as your policy manual rather than optional reading. Schools and supervisors use it to align feedback and to ensure fairness in assessment.<\/p>\n<p><image_description>Photo Idea : a small group meeting between a student and a supervisor at a classroom table with notes and a tablet<\/image_description><\/p>\n<h2>Practical mini-checklist you can use this week<\/h2>\n<ul>\n<li>Write three versions of your research question and choose the most workable one.<\/li>\n<li>Assemble 8\u201312 credible secondary sources with one-sentence annotations.<\/li>\n<li>Draft a one-page methodology and note any ethical approvals needed.<\/li>\n<li>Book your next supervisor meeting and prepare a one-page agenda.<\/li>\n<li>Set three firm calendar dates for milestone checks before the end of the year.<\/li>\n<\/ul>\n<h3>How to measure progress \u2014 simple metrics that actually help<\/h3>\n<p>Progress isn\u2019t just words written: it\u2019s clarity of argument, viability of data, and the quality of feedback loops. Track these metrics:<\/p>\n<ul>\n<li>Research question stability: has your RQ changed more than twice? (If yes, note why.)<\/li>\n<li>Source diversity: percentage of peer-reviewed or primary sources in your bibliography.<\/li>\n<li>Draft completeness: percentage of sections with at least a first pass.<\/li>\n<li>Supervisor responsiveness: time between request and meeting or feedback.<\/li>\n<\/ul>\n<p>These simple indicators tell you whether you\u2019re moving toward analysis (which is what earns marks) rather than accumulating more descriptive material.<\/p>\n<h2>Final notes on pacing, resilience, and the viva voce<\/h2>\n<p>Pacing is the secret superpower of a good EE. Slow, steady progress prevents panic; scheduled reflection prevents tunnel vision. The viva voce is short and reflective: it\u2019s an opportunity to demonstrate how your thinking developed and how you responded to challenges \u2014 not an exam to be feared but a conversation that confirms your scholarly journey.<\/p>\n<p>Keep in mind that the Extended Essay is as much about demonstrating the process of inquiry as it is about presenting polished conclusions. If you treat Term 2 as the place to establish structure and momentum, DP2 becomes the season of refinement and confident argumentation.<\/p>\n<p>This checklist and roadmap are designed to help you move from idea to evidence to analysis without losing sleep. With clarity, steady milestones, and focused supervision conversations you will build an EE that reflects genuine curiosity, disciplined research, and clear writing.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A friendly, practical Extended Essay checklist for DP1 Term 2 \u2014 refine your research question, plan methodology, schedule milestones, manage supervisor reflections, and build a 2-year roadmap to a strong EE.<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[129],"tags":[9740,9224,9134,9156,9809,8490,9419,5055],"class_list":["post-16467","post","type-post","status-publish","format-standard","hentry","category-ib","tag-dp1-roadmap","tag-ee-checklist","tag-ee-supervision","tag-ee-timeline","tag-ee-viva-voce","tag-extended-essay-research","tag-ib-dp-core","tag-ib-extended-essay"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.1.1 - 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