|
IB Extended Essay topics span all six subject groups of the Diploma Programme — from Biology and Economics to Language and Literature. A strong EE topic is not just a theme: it leads directly to a focused, arguable research question that can be investigated within 4,000 words. This guide organises topic domains by subject group, with examiner insight on what makes each direction viable. |
What Is the IB Extended Essay?
You have 40 hours, a 4,000-word limit, and a research question that is entirely your own. That last part — the freedom to choose your own direction — is both the defining challenge and the genuine intellectual opportunity of the Extended Essay (EE). For most DP1 students, the difficulty is not finding something interesting to investigate. It is knowing how to turn that interest into a research question that will actually score well under the five assessment criteria an IB examiner will apply.
The Extended Essay is one of the three core requirements of the IB Diploma Programme (IBDP), alongside Theory of Knowledge (TOK) and Creativity, Activity, Service (CAS). It is a piece of independent research culminating in a 4,000-word academic paper, submitted in the student’s first or second year of the Diploma Programme. It is assessed against five criteria: Criterion A (Focus and Method), Criterion B (Knowledge and Understanding), Criterion C (Critical Thinking), Criterion D (Presentation), and Criterion E (Engagement). At IB Innovators, our team of certified IB examiners — active markers in May and November examination sessions with 7+ years of subject expertise — reviews these criteria in practice every year.[C2] [C3]
This guide goes beyond a plain list of topic titles. It describes the territory within each subject group: the kinds of domains, questions, and methods that tend to produce strong EEs, and the patterns examiners often see falling short. Before the subject-by-subject sections, there are two foundational concepts that most guides skip entirely — and that make all the difference.
The Difference Between a Topic and a Research Question
Most pages listing ‘Extended Essay topics‘ are actually listing research questions — or worse, thesis statements. This distinction matters because the two things require very different kinds of work to develop.
A topic is a thematic domain or area of investigation: ‘the economics of urban transport’, ‘gene expression under environmental stress’, ‘post-colonial identity in Anglophone literature’. A topic tells you the territory you are working in. A research question is the specific, focused, arguable question that directs your entire investigation — one that can be addressed using the academic methodology of your chosen subject group and answered within 4,000 words.
The sections below describe topic domains. They are not ready-made research questions. Your research question must emerge from your specific angle within that domain, the sources and data you can actually access, and your supervisor’s guidance on what is achievable within the scope of the EE.
|
Aspect |
Topic |
Research Question |
|
What it is |
A broad thematic domain or area of investigation |
A specific, focused, arguable question directing your entire investigation |
|
What it does |
Tells you the territory you are working in |
Directs your investigation from start to finish |
|
Scope |
Too broad to answer fully within 4,000 words |
Scoped to be answered within 4,000 words |
|
Stage |
Starting point — where exploration begins |
End point — what you commit to before drafting |
|
Method alignment |
Not method-specific; applies across disciplines |
Must match your subject group’s academic methodology |
|
Example |
The economics of urban transport |
To what extent did London’s congestion charge affect commercial property values in Zone 1 (2003–2010)? |
How EE Topic Choice Connects to Assessment Criteria
The topic domain you choose either enables or constrains your ability to score across all five criteria. A domain with insufficient evidence base will cap your Criterion B score (Knowledge and Understanding). A domain you are genuinely indifferent to will cap your Criterion E score (Engagement), which also feeds directly into your viva voce — the brief reflective discussion you have with your supervisor at the end of the process. And a domain where the research question cannot be focused tightly enough will reduce your Criterion A score (Focus and Method) regardless of the quality of your writing.
Topic choice is not a preliminary decision you make before the ‘real’ EE work begins. It is the upstream decision that determines the ceiling on every criterion that follows.
How to Choose the Right EE Subject Group
Before you choose a topic domain, choose your subject group. This is a strategic academic decision, not just a matter of which subject you find most interesting. Each IB subject group has its own academic conventions — its own expected method of inquiry — and the EE is assessed in part on whether you are applying the right approach for your subject.
The Group 4 Sciences expect empirical investigation: you are gathering data, running experiments or observations, and analysing results against a hypothesis or research question. Individuals and Societies (Group 3) expects evidence-based analysis and reasoned argument: you are evaluating sources, constructing an argument, and reaching a substantiated conclusion. Mathematics (Group 5) expects logical derivation or mathematical exploration: you are applying and extending mathematical concepts to generate original findings. Group 1 (Language and Literature) and Group 2 (Language Acquisition) expect close textual analysis or comparative linguistic investigation: you are reading carefully, interpreting purposefully, and building a literary or linguistic argument. The Arts (Group 6) expects engagement with artistic practice and cultural or historical analysis.
Choosing a subject group that suits your natural method of thinking — not just the subject you like most — helps you produce an EE that feels more coherent and academically confident.
Choose Based on Your Natural Method of Thinking, Not Just Your Grade
A student who thinks empirically — who wants to gather data, test a hypothesis, and analyse results — will likely produce a stronger Biology or Chemistry EE than an English EE, even if their English grade is higher. A student who thinks argumentatively — who finds it natural to weigh evidence, identify contradictions, and build a reasoned position — will often perform better in Economics or History than in Physics, regardless of their Physics mark.
Your HL subjects are a reasonable starting point, but they are not a constraint. The EE may be written in any subject the school offers, subject to supervisor availability. What matters is choosing a subject where your natural academic strengths — your way of thinking about problems — align with what that subject group expects of an Extended Essay.
Can You Write Your EE in a Subject You Don’t Study at HL?
Yes. The IB permits students to write their Extended Essay in a subject they study at either HL or SL. Some schools also permit students to write in a subject they do not formally study, provided a qualified supervisor is available. However, there are practical advantages to choosing a subject you study: you will have foundational knowledge, access to your subject teacher as a supervisor, and familiarity with the academic conventions the examiner will expect. If you intend to write in a subject you study at SL or not at all, confirm the school’s policy and supervisor availability before committing to a direction.
Extended Essay Topic Ideas — Sciences (Group 4)
Group 4 Science EEs are assessed as empirical investigations. Strong research questions in this group open a clear route to data collection or laboratory investigation, allow for a specific hypothesis or line of enquiry, and can be addressed with rigour within the 4,000-word limit. The Sciences reward students who can design a sound methodology, execute it carefully, and analyse their results with appropriate mathematical and scientific reasoning.
|
Biology Extended Essay Topics[C4] |
|
Topic domains & research directions: Biology EEs tend to produce strong research questions in the areas of physiology and biological processes (e.g. the effect of environmental variables on enzyme activity or plant growth), ecology and population biology (e.g. biodiversity measurement or species behaviour in different conditions), genetics and cell biology (e.g. the relationship between a specific variable and observable genetic or cellular outcomes), and microbiological investigation (e.g. the inhibitory effect of a substance on bacterial growth). The thread connecting productive Biology EE domains is the ability to design an original experiment or systematic observation and generate measurable data. Examiner perspective: A strong Biology EE typically shows a clearly defined biological system, a testable and ethically achievable method, and results that the student analyses with genuine scientific reasoning rather than simply describing. Our tutors, many of whom mark in May and November sessions, frequently observe Biology EEs where the data is collected competently but the analysis amounts to observation rather than interpretation — which limits the Criterion C (Critical Thinking) score significantly. Scope note: Scope: A Biology research question that requires years of longitudinal data or access to specialist laboratory equipment is not viable at the school level. Conversely, a question about a single measurable variable under two or three controlled conditions is often appropriately scoped. The research question should generate enough data to support substantive analysis within 4,000 words without requiring results that a school laboratory cannot produce. |
|
Chemistry Extended Essay Topics[C5] |
|
Topic domains & research directions: Chemistry EEs reward domains involving chemical reactions, properties of substances, reaction kinetics, thermodynamics, analytical chemistry, and environmental chemistry. Productive topic areas include the investigation of reaction rates under varying conditions, the comparison of the properties of different compounds under experimental conditions, the electrochemical behaviour of metals, or the chemical analysis of a material found in a real-world context (food, water, environmental samples). The research question should allow for an original experimental investigation that generates quantitative data for analysis. Examiner perspective: A strong Chemistry EE typically shows a well-designed experiment with appropriate controls, accurate data collection, and analysis that goes beyond merely reporting results to interpreting them in light of chemical theory. The most common weakness our examiners observe in Chemistry EEs is insufficient quantitative analysis — students who present data in tables without applying the mathematical and chemical reasoning that Criterion E (Use of Mathematics, at the appropriate level) and Criterion C demand. Scope note: Scope: A Chemistry EE that investigates a single reaction variable under carefully controlled conditions is often better scoped than one that attempts to compare multiple reaction types or explore a broad chemical domain. The depth of analysis within one well-chosen investigation will outperform the breadth of a less focused comparison. |
|
Physics Extended Essay Topics[C6] |
|
Topic domains & research directions: Physics EEs work best when they explore measurable physical phenomena through original experiment or systematic investigation. Productive domains include mechanics and motion (e.g. the relationship between specific physical variables and the behaviour of a system), wave phenomena (e.g. the effect of environmental conditions on wave properties), electromagnetism, optics, thermal physics, and the physical modelling of real-world systems. Strong research questions in Physics often emerge from observations of everyday phenomena — the behaviour of a musical instrument, the thermal properties of a material, the mechanics of a sport — investigated through rigorous experimental methodology. Examiner perspective: From an examiner’s standpoint, the subject group you choose signals the methodology you will apply — and in Physics, that means precise measurement, careful control of variables, and mathematical analysis of results. Our examiners frequently observe Physics EEs that collect data appropriately but fail to apply the mathematical treatment that Criterion E requires at the HL level. If you are a Physics HL student, your analytical treatment must reflect the sophistication expected at that level. Scope note: Scope: A Physics research question that can be answered through a series of repeatable measurements using school laboratory equipment — with enough variation in the independent variable to generate meaningful quantitative analysis — is typically well-scoped. Topics requiring specialist instruments or advanced computational modelling beyond school resources carry high risk. |
|
Environmental Systems & Societies (ESS) Extended Essay Topics |
|
Topic domains & research directions: ESS EEs occupy a unique position: they may be submitted as either a Group 3 or Group 4 EE, meaning the expected methodology can be either field-based ecological investigation or evidence-based socio-environmental analysis. Productive domains include the comparison of biodiversity across different ecosystems, the investigation of human impacts on specific local or regional environments, the analysis of sustainability policies and their environmental outcomes, and the evaluation of resource management practices. The interdisciplinary nature of ESS rewards research questions that connect ecological data with human or policy dimensions. Examiner perspective: What examiners look for in a strong ESS EE is a clearly defined system or context, a methodology that is appropriate to whether the student is taking an ecological or socio-analytical approach, and conclusions that are appropriately nuanced — acknowledging complexity and uncertainty rather than presenting oversimplified findings. Students who choose ESS should be explicit about which methodological approach they are applying, as this affects the criteria and the examiner’s expectations. Scope note: Scope: ESS research questions often drift toward being too broad — ‘the impact of climate change on biodiversity’ is a topic for a doctoral thesis, not a 4,000-word EE. A strong ESS question focuses on a specific ecosystem, location, species, or policy measure, and investigates it with depth rather than attempting global or regional generalisations. |
|
Computer Science Extended Essay Topics |
|
Topic domains & research directions: Computer Science EEs reward domains involving the design, analysis, or comparative evaluation of algorithms and computational solutions, the investigation of specific programming concepts or computational models, the analysis of human-computer interaction in a defined context, the security and cryptography properties of systems, or the comparative study of computational techniques applied to a real-world problem. Strong research questions ask the student to build, evaluate, or analyse something computationally — not merely to describe technology or survey its history. Examiner perspective: In our examiners’ experience, research questions that score highest on Criterion A in Computer Science are those that have a clear computational focus with a defined evaluation framework. The most common weakness observed is research questions that are essentially technology reviews (‘To what extent has artificial intelligence changed X industry?’) rather than genuine computational investigations. A strong Computer Science EE should involve programming, algorithm analysis, or computational modelling — not just research about technology. Scope note: Scope: Computer Science EEs that attempt to build and evaluate a complete software application within the word and time limit often struggle with scope. Questions focused on a specific algorithm, a defined computational problem, or the comparative performance of a clearly bounded set of solutions are more manageable and more likely to produce genuinely analytical work. |
Extended Essay Topic Ideas — Individuals & Societies (Group 3)
Group 3 EEs are assessed as evidence-based investigations requiring analysis, argument, and reasoned conclusion. Strong research questions in this group draw on accessible primary and secondary sources, allow for genuine analysis rather than description, and lead to a nuanced, substantiated conclusion that acknowledges complexity and counter-argument. The Group 3 disciplines each have their own academic conventions, but they share the expectation that the student will construct an argument, not merely summarise existing knowledge.
|
Economics Extended Essay Topics |
|
Topic domains & research directions: Economics EEs reward domains involving the analysis of market behaviour, price mechanisms, and economic outcomes in specific, well-defined contexts. Productive areas include the investigation of market structures and competitive behaviour in a specific industry or region, the application of behavioural economics concepts to observable consumer behaviour, the evaluation of fiscal or monetary policy and its measurable effects in a specific economy, the analysis of market failures and externalities in a real-world context, and the economic consequences of specific regulatory changes or events. The best Economics research questions ask ‘to what extent’ or ‘how’ — requiring analysis of evidence rather than description of a situation. Examiner perspective: What IB examiners assess when reading your EE introduction is whether your research question is specific, arguable, and grounded in economic theory. The most common reason Economics EEs underperform on Criterion A is a research question that is too broad — ‘What is the impact of inflation on economic growth?’ could fill an entire textbook. A question that examines the relationship between a specific policy measure and a measurable economic outcome in a defined market and time period is almost always better scoped. Scope note: Scope: Economics EEs that attempt cross-country comparative studies or that cover extended time periods without a clear analytical framework frequently exceed the scope manageable within 4,000 words. Focus on a specific market, policy, or time period and investigate it with depth. |
|
Business Management Extended Essay Topics[C7] |
|
Topic domains & research directions: Business Management EEs work well when they investigate a specific business decision, strategy, or organisational challenge within a clearly defined company or industry context. Productive domains include the analysis of a specific marketing strategy and its effectiveness, the evaluation of an HR or operational decision and its impact on performance, the investigation of how a specific business model or financial structure affects outcomes, and the comparative analysis of strategic decisions across similar organisations. Strong research questions in Business Management are grounded in real business data — financial reports, market research, publicly available performance metrics — and apply recognised business management frameworks rather than offering general commentary. Examiner perspective: From an examiner’s standpoint, Business Management EEs that score highly on Criterion C (Critical Thinking) are those that apply business management tools and models rigorously — not those that simply describe what a company did. The most common weakness observed is an EE that reads as a company profile rather than an investigation: presenting information about a business without analysing it through appropriate frameworks or reaching a substantiated evaluative conclusion. Scope note: Scope: Business Management EEs on large multinational companies often struggle because the volume of publicly available information can lead students to summarise rather than analyse. A narrower focus — one decision, one market, one time period — typically produces stronger analytical work within the word limit. |
|
Psychology Extended Essay Topics[C8] |
|
Topic domains & research directions: Psychology EEs are most productive in domains where accessible psychological research provides a strong evidence base: social psychology (e.g. the investigation of social influence, conformity, or group behaviour), cognitive psychology (e.g. memory, perception, or decision-making processes), developmental psychology (e.g. the influence of specific factors on cognitive or social development), and the psychology of health behaviour. Strong research questions in Psychology draw on existing empirical studies, evaluate competing theoretical explanations, and take a clear, defensible analytical position rather than merely reviewing literature. Examiner perspective: What examiners look for in a strong Psychology EE is a research question that is grounded in a specific psychological phenomenon and approached through a psychological lens — not a sociological or philosophical one. Our tutors frequently observe Psychology EEs that read as general discussions of mental health or social issues rather than psychological analyses of specific behaviours or cognitive processes. The research question should invite the student to evaluate evidence about a defined psychological phenomenon and reach a reasoned conclusion about it. Scope note: Scope: A Psychology EE that attempts to address a broad mental health issue or compare multiple theoretical frameworks across several areas of psychology will typically exceed the scope manageable within 4,000 words. A question focused on a specific psychological effect, its proposed mechanisms, and the quality of the evidence supporting it is better suited to the EE format. |
|
History Extended Essay Topics[C9] |
|
Topic domains & research directions: History EEs reward domains that allow for genuine historical analysis using primary and secondary sources: the evaluation of historical causation (‘to what extent’ questions about why an event occurred or what its consequences were), the analysis of historical change over a defined period, the comparison of historical figures, decisions, or movements within a specific context, and the investigation of how historical events have been interpreted and debated by historians. Strong History EEs are not narrative accounts — they are analytical arguments supported by evidence, structured around a research question that requires the student to reach a substantiated historical judgement. Examiner perspective: In our examiners’ experience, research questions that score highest on Criterion A in History are those that are specific in time, place, and analytical focus — and that genuinely require historical argument rather than description. The most common weakness is a research question that invites narration: ‘What happened during X event?’ is not a historical research question. ‘To what extent was X policy responsible for the outbreak of Y event?’ is the appropriate structure — it demands analysis, evaluation, and a defended conclusion. Scope note: Scope: History EEs covering broad periods (multiple decades or centuries), large geopolitical regions, or multiple events simultaneously almost always exceed what can be addressed with depth in 4,000 words. Choose a specific decision, policy, movement, or event in a defined time and place, and investigate it analytically. |
|
Geography Extended Essay Topics[C10] |
|
Topic domains & research directions: Geography EEs work well across both physical geography (e.g. the investigation of geomorphological processes, climate patterns, or environmental change in a specific location) and human geography (e.g. the analysis of urban development, population dynamics, or resource management in a defined region). Productive topics involve the investigation of a specific geographical pattern, process, or phenomenon using both data analysis and geographical theory. Strong research questions in Geography are grounded in a specific place or location — not abstract global generalisations — and require the student to gather or analyse real geographical data. Examiner perspective: What examiners look for in a strong Geography EE is the appropriate application of geographical methods: field data collection for physical geography questions, secondary source analysis for human geography questions, and the integration of both spatial data and theoretical frameworks. Our examiners observe that Geography EEs often struggle when the research question is too abstract to be grounded in specific, analysable data — or when fieldwork data is collected without adequate methodology or analysis. Scope note: Scope: Geography EEs that investigate a single location or a specific phenomenon within a bounded geographical area — a river catchment, an urban district, a coastal zone — are typically better scoped than those attempting regional or global comparisons. The specificity of the geographical context should allow for genuine depth of investigation. |
Extended Essay Topic Ideas — Language & Literature (Group 1)
What Works Well in Group 1 EEs
Group 1 Extended Essays — within Studies in Language and Literature — are primarily assessed as exercises in close textual reading and critical literary or linguistic argument. The research question should invite the student to interpret texts, analyse language, and construct an argument about what the texts mean, how they achieve their effects, or what they reveal about their cultural, historical, or linguistic context.
Productive domains for Group 1 EEs include the comparative analysis of two or more texts by the same author or from the same literary period, the investigation of how a specific literary technique or device functions across a defined body of texts, the analysis of how a particular social, cultural, or political theme is treated in one or more works, and the study of how language choices construct identity, power, or ideology in literary or non-literary texts. The research question should require the student to read closely and argue purposefully — not simply to describe what texts are about.
What examiners look for in a strong Group 1 EE is a research question that is specific enough to be addressed through close textual analysis of a manageable corpus of texts, and a line of argument that builds — section by section — toward a substantiated interpretive conclusion. The most common weakness observed is research questions that are too broad to be addressed with genuine analytical depth, or that invite plot summary rather than literary analysis. Academic register matters significantly in Group 1 — the language of literary analysis should be precise, formal, and appropriately critical throughout.
Extended Essay Topic Ideas — Language Acquisition (Group 2)
What Works Well in Group 2 EEs
Group 2 Extended Essays — within Language Acquisition — typically investigate language as a social, cultural, or communicative phenomenon. Productive domains include the sociolinguistic analysis of language use in a specific community or context (e.g. code-switching, language change, dialect variation), the comparative analysis of how specific linguistic features function across different texts or speakers, the investigation of how a second language is acquired in a specific instructional context, and the analysis of how translation or interpretation decisions reflect cultural or ideological choices.
In our examiners’ experience, research questions that score highest on Criterion A in Group 2 are those that use language data — real texts, transcripts, recorded speech — as the primary material for analysis, rather than simply reviewing existing linguistic literature. The research question should ask the student to do something with language: compare, analyse, evaluate, or interpret. A question that invites only a literature review of what other linguists have said, without the student engaging directly with language data, will typically underperform on Criterion C (Critical Thinking).
Scope: Group 2 EEs that attempt to analyse entire languages or broad linguistic phenomena across many communities will struggle with scope. A focus on a specific community, context, text type, or linguistic feature in a defined setting allows for the depth of analysis that 4,000 words can support.
Extended Essay Topic Ideas — Mathematics (Group 5)
What Makes a Mathematics EE Viable
A Mathematics EE is one of the most demanding — and, when well-executed, one of the most rewarding — routes available to a DP student. The subject expects the student to engage in genuine mathematical exploration: applying mathematical reasoning and concepts to investigate a problem, derive a result, or explore a mathematical structure. The research question should open a clear route to mathematical derivation, proof, modelling, or systematic exploration — not simply the application of known formulae to a series of numerical examples.
Productive domains for Mathematics EEs include the investigation of a specific mathematical concept or structure and its properties, the exploration of a pattern or conjecture using mathematical reasoning, the application of mathematical modelling to a real-world phenomenon (where the mathematics, not the phenomenon, is the primary focus of analysis), and the derivation or proof of a mathematical result that goes beyond what the student has covered in class. The research question should be answerable through mathematical reasoning — not through empirical data collection or literary analysis.
What examiners look for in a strong Mathematics EE is a clear and original mathematical investigation — one where the student is demonstrably doing mathematics rather than describing it. Our tutors frequently observe Mathematics EEs that present well-known mathematical results competently but without originality: the student reproduces existing proofs or derivations without adding their own analytical contribution. Criterion C (Critical Thinking) in Mathematics rewards genuine exploration and independent mathematical reasoning. The scope must be achievable: a research question that would require graduate-level mathematics to address properly will not produce a strong EE, however intellectually ambitious.
Extended Essay Topic Ideas — The Arts (Group 6)
What Works Well in Group 6 EEs
Group 6 Extended Essays — within The Arts — typically investigate artistic practice, cultural history, or the relationship between form and meaning in a specific artistic context. The research question should engage with art as a subject of genuine critical or historical inquiry: not simply appreciating or describing works, but analysing how and why they achieve their effects, what they communicate, and what they reveal about the artistic, cultural, or historical context in which they were produced.
Productive domains for Group 6 EEs include the comparative analysis of artistic works within a defined historical or cultural context, the investigation of how a specific compositional or performance technique functions across a body of works, the analysis of how a particular artistic movement or style developed in response to specific social or historical conditions, and the critical evaluation of how an artistic work constructs meaning through form, structure, and technique. For Music, this may involve analysis of compositional structures, harmonic language, or performance practice. For Visual Arts, this may involve analysis of artistic technique, cultural symbolism, or the history of a specific visual tradition.
From an examiner’s standpoint, Group 6 EEs that score well on Criterion C (Critical Thinking) are those that analyse art — its structure, technique, context, and meaning — rather than describing what it looks or sounds like. The research question should require the student to reach an argued, defensible interpretive conclusion, supported by detailed engagement with specific artistic works. Scope is a particular challenge in Group 6: research questions that attempt to survey broad artistic periods or movements rarely produce the analytical depth that 4,000 words requires.
What Makes an EE Research Question Strong vs Weak
What IB examiners assess when reading your Extended Essay research question is not just what you are investigating — it is whether the question is specific enough to be answered within 4,000 words, whether it requires genuine analysis or investigation rather than description, and whether the method of inquiry you will use is appropriate for the subject group. Apply these four tests to any research question before presenting it to your supervisor.
Four Tests to Apply to Any Research Question
Test 1 — Specificity: Is the question focused enough to be answered with genuine analytical depth within 4,000 words? A research question that is too broad forces you to skim the surface across too many ideas; one that is too narrow may not generate enough material for a substantive investigation. The right scope allows for depth without requiring you to sacrifice rigour to stay within the word limit.
Test 2 — Arguability: Does the question require analysis, argument, or investigation — or is it purely descriptive? A question that begins with ‘What is…’ or ‘Describe…’ is asking for a summary, not an investigation. Strong EE research questions tend to ask ‘To what extent…’, ‘How does…’, ‘Why did…’, or ‘In what ways…’ — structures that require the student to evaluate evidence and reach a reasoned, defensible conclusion.
Test 3 — Evidence: Are the sources, data, or methods required to answer this question genuinely accessible to you as a student? A research question that requires access to classified government data, specialist laboratory equipment unavailable at your school, or primary sources held only in remote archives is not a viable EE question, however intellectually compelling it may seem. Confirm access to your evidence base before committing.
Test 4 — Methodology: Is the method of investigation appropriate for the academic conventions of your chosen subject group? A Biology research question that requires philosophical argument, or an Economics question that requires laboratory experimentation, signals a methodology mismatch. The examiner expects you to apply the disciplinary conventions of your subject group — a mismatch is penalised under Criterion A (Focus and Method).
Common Research Question Mistakes — An Examiner’s Perspective
The most common reason EE research questions underperform on Criterion A is excessive scope. ‘To what extent has globalisation affected economic inequality?’ is a question for a doctoral thesis — it cannot be addressed with analytical depth in 4,000 words. The same topic, focused on a specific country, industry, or policy measure over a defined time period, becomes a viable research question.
Our tutors, many of whom mark in May and November sessions, frequently observe a second common mistake: descriptive questions masquerading as analytical ones. ‘How does Shakespeare use imagery in his tragedies?’ is, in practice, a description question — it could be answered by listing examples. ‘How does Shakespeare’s use of animal imagery in King Lear construct the thematic relationship between nature and political authority?’ is an analytical question — it requires interpretation, argument, and a defended conclusion.
A third pattern our examiners observe is the methodology mismatch: students submitting philosophical or reflective EEs under Science subject headings, or highly literary essays under Social Science categories. These submissions immediately signal to an examiner that the student has not understood the methodological expectations of their subject group — and the research question is assessed accordingly under Criterion A.
When to Seek Expert EE Guidance
Choosing your EE topic and formulating a strong research question is one of the most consequential decisions of your DP1 year. Getting it right before you commit 40 hours to a direction is exactly what EE guidance is designed for — and it is the stage at which examiner-informed support makes the greatest difference.
What IB Innovators’ EE Guidance Includes
IB Innovators‘ 1-on-1 EE guidance sessions are led by certified IB examiners with 7+ years of active marking experience — the same professionals who assess Extended Essays in May and November examination cycles. Your tutor brings direct, current knowledge of what Criteria A through E reward, what they penalise, and where student-submitted EEs most commonly fall short.[C11]
In an EE guidance session, your tutor helps you validate your proposed research question against the rubric — assessing its specificity, arguability, evidence base, and methodology alignment. If your question has scope or focus problems, your tutor identifies them at this stage rather than after you have invested significant research time. You will also receive guidance on how to structure your exploration across the word limit, how to strengthen your analytical approach for your specific subject group, and how to approach each criterion before you begin drafting.
Our tutors provide clarity, direction, and quality improvement strategies. They do not write your Extended Essay — the work and the academic ownership remain entirely yours. EE guidance is available from £55 per hour. Whether you have a research question ready for validation or are starting from a broad area of interest, your tutor gives you an examiner’s honest, criterion-referenced assessment of where you stand.
Students who have worked with IB Innovators’ EE guidance have achieved strong Diploma outcomes — including one student who completed their Diploma with 38 total points after receiving EE support in Business Management. We do not promise specific results: every student’s journey and starting point is different. What we do offer is examiner-informed guidance that helps you make better decisions at every stage of the EE process.
|
Start Your Extended Essay With Examiner-Informed Guidance An examiner-informed session gives you an honest, rubric-based assessment of your topic idea before you commit 40 hours to a direction. No commitment required — just an honest, examiner-informed starting point. |
In our experience supporting IB students through the EE process, the journeys that navigate most successfully are those where examiner-informed guidance starts at the topic selection stage — not when a student is already 3,000 words into a direction that the rubric does not reward. Your free consultation is the first step. Connect with IB Innovators today and speak directly with a certified IB examiner about your topic idea. For ongoing subject support alongside your EE work, explore our personalised 1-on-1 tutoring options.
Frequently Asked Questions — Extended Essay Topics
Start by identifying a subject group and thematic domain that genuinely interests you — personal engagement is assessed under Criterion E and directly affects your viva voce performance. Then formulate a focused, arguable research question that can be investigated within 4,000 words using the academic methodology appropriate to your subject group. Apply the four-test self-check (specificity, arguability, evidence access, methodology alignment) before presenting your question for supervisor approval.
A topic is a broad thematic domain — 'urban transport economics', 'gene expression in plants'. A research question is the specific, focused, arguable question that directs your entire investigation and can be answered within 4,000 words using your subject group's academic methodology. Most EE guides list research questions and call them topics, which blurs this important distinction. The sections in this guide describe topic domains — your research question must emerge from your specific angle, sources, and supervisor guidance.
Biology, Economics, and History are among the most frequently chosen Extended Essay subjects, given their breadth of investigable domains, accessibility of data and sources, and established academic conventions familiar to DP students. Psychology, Business Management, and English Language and Literature are also popular choices. Subject popularity does not determine EE quality — the strength and focus of your research question and the rigour of your investigation matter far more than which subject is commonly chosen.
Yes — the IB permits students to write their Extended Essay in any subject they study at HL or SL. Some schools also permit EEs in subjects the student does not formally study, subject to supervisor availability and school policy. Choosing a subject you study has practical advantages: foundational knowledge, access to your subject teacher as supervisor, and familiarity with the academic conventions your examiner expects. Confirm your school's policy before committing to a subject outside your timetable.
It is possible to change your EE topic after starting, but the cost is significant: the EE requires approximately 40 hours of supervised work, and restarting means losing research, drafting, and planning time that cannot be recovered within the DP timeline. Topic validation before committing — applying the four-test research question self-check and discussing the question with your supervisor — is the most efficient use of your DP1 year. If you are uncertain, seek guidance at the topic selection stage, not after extensive work has begun.
Focused enough to be addressed with genuine analytical depth within 4,000 words. As a practical test: if fully answering your question would require more than 4,000 words of substantive analysis, the scope is too broad. If there is insufficient material for 4,000 words of original investigation, the scope is too narrow. Criterion A (Focus and Method) specifically rewards research questions that are specific, clearly defined, and appropriately scoped for the word limit.
Yes. The Extended Essay is one of three core components of the IB Diploma Programme, alongside Theory of Knowledge (TOK) and Creativity, Activity, Service (CAS). The EE contributes to your Diploma through a combined points matrix with your TOK essay, potentially adding up to 3 bonus points to your overall Diploma score. Strong EE performance can therefore make a meaningful difference to your final result — making topic selection and research quality genuinely consequential.
An IB Innovators EE guidance tutor — a certified IB examiner with 7+ years of active marking experience — helps you evaluate your topic idea against the rubric before you commit to a direction. Sessions cover research question formulation, methodology alignment with your subject group's academic conventions, scope assessment, and criterion-by-criterion strengthening. Tutors do not write your Extended Essay — they provide direction, clarity, and quality improvement strategies. The work and the academic ownership remain entirely yours.
