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Use this guide to keep the Biology Extended Essay focused on a precise question, accurate biological terminology, evidence-based analysis, and a polished presentation that supports your argument from start to finish.
Recommended Length
3,500-4,000 words
Build Timeline
8-12 weeks: question, reading, drafting, refinement
Anchor Question
Does every section move the research question forward with biological purpose?
Want a full playbook format? Read Biology EE Guide.
Use each criterion as a checklist for revision. Strong drafts make the scoring evidence obvious, not implied.
Examiner focus: This criterion assesses the clarity of the topic, the specificity of the research question, and the appropriateness and thoroughness of the methodology.
Top-band move: The topic is clearly introduced, ensuring the purpose of the research is evident and appropriate. A precisely formulated research question is presented at the beginning of the essay, ensuring it is answerable within the constraints of resources, time, and word limit. A complete methodology is outlined, with an appropriate selection of relevant sources and/or methods, formulation of hypotheses, demonstration of initiative in planning, and clear explanation of the rationale behind methodological choices.
Common penalty: The topic is vaguely introduced. The research question is broad and lacks specificity. The methodology is poorly described and/or contains significant flaws.
Examiner focus: This criterion assesses the student's understanding of the biological concepts relevant to the research question, including the appropriate use of terminology and the integration of relevant background information.
Top-band move: The essay effectively utilizes source material that directly relates to the research question, ensuring relevance and appropriateness. The source material is seamlessly integrated into the essay's body with clear references, enhancing the credibility of the argument. The majority of the source material is obtained from recognized scientific sources, ensuring reliability and validity. Technical or subject-specific terms are explained and used correctly, demonstrating the student's understanding of the topic, while maintaining an analytical and academic tone throughout the essay.
Common penalty: Demonstrates limited understanding of the biological concepts. Terminology is used inappropriately or with limited accuracy. Background information is lacking or irrelevant.
Examiner focus: This criterion assesses the student's ability to analyze data, interpret results, and evaluate the strengths and weaknesses of the investigation, drawing logical conclusions supported by evidence.
Top-band move: The research conducted, including literature sources, data collection, and processing, is directly relevant to the research question and aims to provide answers. Throughout the essay, the application of research remains consistently aligned with the research question, ensuring a focused analysis. An effective and clear analysis of the research is conducted, with a strong emphasis on addressing the research question. Data analysis includes mathematical transformations, statistical analysis, or graphical representation where appropriate. Graphs, if included, are relevant and serve to illustrate key elements of the analysis, without introducing unnecessary visual aids. Conclusions drawn from the analysis are supported by evidence and contribute to a well-structured and coherent argument reflective of the research findings.
Common penalty: Limited analysis of data. Interpretation of results is superficial. Evaluation of the investigation is weak or absent. Conclusions are poorly supported.
Examiner focus: This criterion assesses the clarity, organization, and overall presentation of the extended essay, including the use of appropriate formatting, referencing, and visual aids.
Top-band move: The essay begins with a title page and a table of contents, adhering to standard formatting conventions. The structure of the essay follows the expected conventions for the topic, ensuring clarity and coherence in the presentation of arguments. Sections and subsections, if included, have informative headings that contribute to the overall organization of the essay without distracting from the main argument. Graphs, figures, or tables are appropriately labeled with numbers and brief descriptions and maintain good graphical quality.
Common penalty: The essay has some organization, but clarity is lacking. Referencing is inconsistent or incomplete. Visual aids are poorly labelled or of low quality.
Examiner focus: This criterion assesses the student's engagement with the research process, as evidenced by their reflections on the challenges faced, the skills acquired, and the personal significance of the work.
Top-band move: The RPPF form showcases the individual's progress and active involvement in the writing process. The student outlines the skills acquired during the extended essay writing journey. Challenges faced during the process are described in detail, along with the strategies employed to address them. The document reflects the personal significance and relevance of the work undertaken.
Common penalty: The RPPF provides a superficial account of the research process with limited reflection.
Match your draft to the descriptors below to identify the smallest edits that can move you into a higher band.
Points 0
The topic is unclear or inappropriate. The research question is missing or too broad. The methodology is absent or fundamentally flawed.
Points 1-2
The topic is vaguely introduced. The research question is broad and lacks specificity. The methodology is poorly described and/or contains significant flaws.
Points 3-4
The topic is adequately introduced, and the purpose of the research is generally evident. The research question is reasonably focused but could be more specific. The methodology is described with some detail, but there may be gaps or inconsistencies.
Points 5-6
The topic is clearly introduced, ensuring the purpose of the research is evident and appropriate. A precisely formulated research question is presented at the beginning of the essay, ensuring it is answerable within the constraints of resources, time, and word limit. A complete methodology is outlined, with an appropriate selection of relevant sources and/or methods, formulation of hypotheses, demonstration of initiative in planning, and clear explanation of the rationale behind methodological choices.
Points 0
Demonstrates little to no understanding of the biological concepts related to the research question. Terminology is used incorrectly or not at all.
Points 1-2
Demonstrates limited understanding of the biological concepts. Terminology is used inappropriately or with limited accuracy. Background information is lacking or irrelevant.
Points 3-4
Demonstrates adequate understanding of the biological concepts. Terminology is generally used correctly, and some relevant background information is included.
Points 5-6
The essay effectively utilizes source material that directly relates to the research question, ensuring relevance and appropriateness. The source material is seamlessly integrated into the essay's body with clear references, enhancing the credibility of the argument. The majority of the source material is obtained from recognized scientific sources, ensuring reliability and validity. Technical or subject-specific terms are explained and used correctly, demonstrating the student's understanding of the topic, while maintaining an analytical and academic tone throughout the essay.
Points 0
No analysis or evaluation is present. Conclusions are not supported by evidence.
Points 1-4
Limited analysis of data. Interpretation of results is superficial. Evaluation of the investigation is weak or absent. Conclusions are poorly supported.
Points 5-8
Adequate analysis of data with some interpretation of results. Evaluation of the investigation identifies some strengths and weaknesses. Conclusions are generally supported by evidence.
Points 9-12
The research conducted, including literature sources, data collection, and processing, is directly relevant to the research question and aims to provide answers. Throughout the essay, the application of research remains consistently aligned with the research question, ensuring a focused analysis. An effective and clear analysis of the research is conducted, with a strong emphasis on addressing the research question. Data analysis includes mathematical transformations, statistical analysis, or graphical representation where appropriate. Graphs, if included, are relevant and serve to illustrate key elements of the analysis, without introducing unnecessary visual aids. Conclusions drawn from the analysis are supported by evidence and contribute to a well-structured and coherent argument reflective of the research findings.
Points 0
The essay is poorly organized and difficult to follow. Referencing is absent or inaccurate. Visual aids are missing or inappropriate.
Points 1
The essay has some organization, but clarity is lacking. Referencing is inconsistent or incomplete. Visual aids are poorly labelled or of low quality.
Points 2-3
The essay is generally well-organized and easy to follow. Referencing is mostly accurate and complete. Visual aids are appropriately labelled and of good quality.
Points 4
The essay begins with a title page and a table of contents, adhering to standard formatting conventions. The structure of the essay follows the expected conventions for the topic, ensuring clarity and coherence in the presentation of arguments. Sections and subsections, if included, have informative headings that contribute to the overall organization of the essay without distracting from the main argument. Graphs, figures, or tables are appropriately labeled with numbers and brief descriptions and maintain good graphical quality.
Points 0
The RPPF (Reflections on Planning and Progress Form) is missing or provides minimal information.
Points 1-2
The RPPF provides a superficial account of the research process with limited reflection.
Points 3-4
The RPPF demonstrates some engagement with the research process, including a discussion of challenges faced and skills acquired.
Points 5-6
The RPPF form showcases the individual's progress and active involvement in the writing process. The student outlines the skills acquired during the extended essay writing journey. Challenges faced during the process are described in detail, along with the strategies employed to address them. The document reflects the personal significance and relevance of the work undertaken.
Step 1
Choose a biological topic that is researchable, specific, and clearly linked to the subject.
Step 2
Use accurate terminology and relevant theory so the essay sounds like biology, not general science.
Step 3
Weave findings, comparisons, and evaluation into a coherent line of reasoning instead of stacking summary paragraphs.
Step 4
Make the layout, citations, and reflective elements clean enough that the assessment can reward the thinking rather than be distracted by format issues.
Research question is specific, focused, and biologically valid.
Terminology and concepts are accurate throughout.
Evidence is interpreted rather than merely described.
Presentation and engagement are both visible in the final draft.
Draft a one-sentence thesis that answers the question before expanding the essay.
Use source notes to separate biological fact, interpretation, and evaluation.
Check each paragraph for a clear link back to the research question.
The grader evaluates your submission against the active IB criteria for Biology Extended Essay and returns criterion-level marks with actionable feedback.
Yes. Most students use draft grading to identify weak criteria, revise, and re-check before final submission.
Yes. Teachers can upload multiple files in one batch from the bulk grading route for faster class-wide feedback.
Absolutely. By default, nobody other than you can access your uploaded files, however you may make them shareable to others. Even then, you have full control to delete your files at any moment, and your files are not used to train AI models. More information here.
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