Think about the choices you have made from the beginning of the process to the end. It is a good idea to keep a diary or journal of the process. It can be a helpful resource when it is time to ll out the RPPF near the end of the extended essay process.

Stay in touch with your extended essay supervisor; he or she will be eager to help you. This is the person who will be asked to comment on how he or she thought you progressed through the research and writing.

Be honest in your reections. You are not assessed on being right; you are assessed on how well you provide evidence for your rationale and your decisions.

Frame your reections around the ATL skills, that is, thinking, communication, social, self-management and research skills. These will give you a narrative for your thoughts to help ground your reections on the important elements of the extended essay process.

Explain any challenges you faced but do not make excuses for shortcomings. How did you overcome challenges and show resilience?

Questions examiners ask themselves Did the student think about the choices he or she made?

Can the student explain the reasons he or she made the choices he or she did?

Is there evidence of learning about the process of writing, not just about the topic of study?

Is there more than just a description of the process?

Are there enough “because” statements that show the student is attempting to explain his or her choices?