At a glance
- Length
- Up to 4,000 words
- Marks
- 30 (old guide: 34)
- Highest criterion
- D: Discussion and evaluation, 8
- Reflection
- Three sessions, one statement
- Core points
- Up to 3 with TOK; E is failing
Which part of the essay earns which marks
| Criterion | Marks | Where it is earned |
|---|---|---|
| A: Framework for the essay | 6 | Research question, method and its justification, logical structure, presentation and referencing |
| B: Knowledge and understanding | 6 | Context, background and correct use of the subject's terms and concepts throughout |
| C: Analysis and line of argument | 6 | The body: evidence analysed and building a clear argument towards an answer |
| D: Discussion and evaluation | 8 | Weighing evidence, sources and methods, limitations and implications, mostly in the body and conclusion |
| E: Reflection | 4 | The reflective statement on the Reflection and Progress Form, written after the viva voce |
| Total | 30 |
Grade boundaries for the 30-mark scale are set by the IB after the first session in May 2027, so no boundary figures are published yet.
Typical structures by type of essay
Schools and subjects vary; follow your supervisor's subject guidance. These are common, sensible shapes.
| Essay type | Typical sections |
|---|---|
| Science experiment (biology, chemistry, physics) | Introduction and research question; background theory; hypothesis; method and variables; results and processed data; analysis; discussion and evaluation of method and uncertainty; conclusion |
| Humanities argument (history, economics, business) | Introduction with research question and approach; context; three or four argued sections, each weighing evidence and sources; evaluation of sources and limitations; conclusion |
| Literature (English A and other language A) | Introduction with research question and the texts; sections that each develop one line of analysis with close reading; discussion of critical perspectives; conclusion |
| Interdisciplinary pathway | Introduction justifying why two subjects are needed; sections that apply each subject's lens and bring them together; evaluation of what the combination shows; conclusion |
Building the line of argument
Criterion C rewards an argument that develops, not a sequence of separate findings. Each section of the body should open with a sentence that says how it moves the answer forward, and end with a sentence that links to the next. A reader should be able to read only the first sentence of each section and the conclusion and still follow your answer.
Criterion D is worth the most, 8 marks, and should not be left to a final paragraph. Evaluate as you go: how reliable is this source, how strong is this data, what does this method not show, what is the alternative interpretation. The conclusion then answers the research question directly, states how confident you are and why, and notes questions the essay leaves open.
The reflection process
- First reflection session with your supervisor: your initial ideas, research question and plan.
- Interim session: progress, problems, and decisions such as changing a method or narrowing the question.
- Final session, the viva voce: a short conversation after submission about what you did and learned.
- Reflective statement: one statement on the Reflection and Progress Form, written at the end of the process. The guidance sets a limit of 500 words.
- Criterion E rewards evaluative reflection: decisions you made, why, and how you grew as a researcher, not a diary of tasks.
Common structural mistakes
- A long background section that reads like a textbook and leaves too few words for analysis and evaluation.
- Method not justified. Criterion A asks why this approach suits the question, not just what you did.
- Results or quotations presented without comment.
- Evaluation saved for the last 200 words.
- A conclusion that introduces new material or does not answer the research question in the words it was asked.
- Weak referencing and unlabelled tables or figures, which now cost marks inside criterion A.
- A reflective statement that lists what you did each month instead of what you learned and changed.
How one-to-one lessons help with structure and reflection
A tutor who teaches the subject of the essay helps the student plan the structure before writing, test whether the sections build a single argument, and practise evaluation skills: judging sources, discussing uncertainty in data, or weighing interpretations. Lessons can also rehearse the kind of questions a supervisor asks in the reflection sessions, so the student is ready to explain decisions clearly in the viva voce.
The tutor does not write, edit or restructure the essay. Feedback stays at the level of ideas and skills, the student keeps records of their own drafts, and the student should tell their supervisor about outside support, as the IB's integrity rules expect.
Integrity is part of the process
An essay found not to be the student's own work can cost the whole Diploma. Keep notes, sources and drafts, and record decisions as you go: they protect you and give you material for the reflection.
Common questions
What changed from the old Extended Essay guide?
The total moved from 34 to 30 marks, the separate formal presentation criterion was merged into criterion A, discussion and evaluation became the highest-weighted criterion, and reflection is now one statement after the viva voce rather than three written reflections.
Is there a word limit for the reflection?
Yes. The guidance sets a limit of 500 words for the reflective statement on the Reflection and Progress Form. It does not count towards the essay's 4,000 words.
What grade do I need in the EE?
An E is a failing condition for the Diploma. Above that, the EE grade combines with the TOK grade on a matrix that gives up to 3 points towards the 45.
When should the essay be finished?
Your school sets the deadlines, usually with a full draft late in DP1 or early in DP2 and final submission well before the exams. Plan to finish the draft early enough to use your supervisor's feedback.
How much does Extended Essay support cost with LiveTutor?
$15 a lesson, the same flat rate for every subject and level, on a weekly plan of 1 to 5 lessons billed monthly. Lessons are 60 minutes, one to one and online, and the first lesson is a free trial.
Sources
Dates and figures on this page come from these official and published sources. Always confirm deadlines on the official page before acting on them.