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Nomenclature last won the day on November 19

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    May 2017
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  1. It's an IA and not an external, so it's best to ask your teacher. But IB generally does not have any particular style rules. That being said, common sense and academic writing norms hold true. I'd say you're fine to turn in with 1.15 spacing and font 11, especially if your teacher didn't say anything. But check with your teacher as an IA is different from an external as teachers can whereas moderators cannot mark down for that, and if your teacher says it needs to be double spaced then be clear and say that he/she never said that and to fit in your page limit you needed to use the spacing font you did.
  2. I think asking who most likely assassinated JFK is a valid question, even though there's loads of research on that. The wrinkle that's difficult there is finding your own unique opinion as distinct from your secondary sources to really rise above a B or a C. I think using if analyzing tumult after the Revolution is very interesting, as well as why the Whig party disbanded. The weak question here is the WWI question, as it needs to be a lot more specific and focused before I can comment on it.
  3. I feel your happiness in IB is very much contingent on your own desire to do it. To go into it, you obviously should have generally good grades, as that shows you're willing to work in school and would do well with an academic challenge. But I think it far more important, that you want to do it while knowing of its rigour. Because of that, I think IB might be ideal for you–and your grades aren't that bad. And yes, you can improve quite a bit at anything. You just need to change behaviours. But that's easier said than done.
  4. As a proud self-taught statistician, I'd say we can split this into four cases. OP is right and teacher is wrong, teacher is right and OP is wrong, OP and teacher are both wrong in some respects, or OP is right and teacher is an evil sociopath whose marking OP down out of spite. I haven't had any formal training; but to me, three possibilities seem likely and the fourth seems very unlikely. In general I recommend going beyond your teachers advice and doing additional research. This is because it's difficult for one person to be completely aligned and knowledgeable of IB's preferences (in reality, IB is a group of individual markers, so it's literally impossible) So yes, it's good to read up beyond your teachers advice on the TOK presentation but not asking for advice in the first place for fear of him misleading you is a bit far-fetched.
  5. Schools set their own rules. Official "IB points" aren't actually awarded until you have taken your exams and they have been marked, but some schools don't let students take them if they feel the student won't do well. (Personally, I find it ridiculous and offensive that schools do this. It's really only to make themselves look better. They should let kids pass or fail on their own merits.)
  6. I have experience doing the history EE. It's not that hard for those unfamiliar with the syllabus to do. My recommendations are to learn OPVL and apply them to your sources (once you read up more on it, you'll get a feel for something that you should do a lot of OPVL on versus just a quick introduction and jumping right to analyzing the source directly–during which you can still use OPVL). My other recommendation is analysis. Lots of it. That's what scores well with IB. Like it or hate it, they do not like reading summaries of events. Finally, be sure to read as many exemplary EE's as you can and marker comments in general, as those will really help you get a feel of what your trying to do. Good luck.
  7. Yes. This is definitely disheartening. It's something that I definitely experienced, and that we all experience at some point or another. If you step back though it's a pretty good lesson: In the real world hard work correlates with success; it's a good predictor of success, but it doesn't guarantee success. The difficult thing now is just maintaining your self-efficacy and doing what you can to work smart and work hard. Ask your teacher why you got the grade you got (you can even say your worked really hard if you want), and most importantly, what you could do to improve in the future. In the end, this sucks, but you just got to understand that sometimes you do your best and things don't turn out. You can't be naturally good at everything. The good news for you, my friend, is that you will be able to find out if your teacher "just downright hates" you or if you "just really suck at TOK" with your essay, because your teacher does not grade that. The essay gets sent to an external marker. Your teacher has no input. (the essay is worth twice the presentation, so I guess that's also good for you). P.S. My problem was the reverse. My teacher liked my presentation, but I got an essay marker who hung me out to dry. Twice–actually–because I paid for a remark. You win some, you lose some. Just keep working hard and you should have a win percentage over .500, and try to ask for tips on improvement so future outcomes are more favourable.
  8. Hi. Welcome to IB Survival. I've read the book. It's a good book. All I can say about it is that is what you should be able to find with a Google Search. I can't write your question for you. What are the books motif? First one that come to mind are religion, control, and the self as seen internally versus the version presented to society. Pick something that resonated with you and that you feel you can talk about for a lot.
  9. International admissions can be quite confusing, don't worry. Yes. If your school confers no grades, send your IB predicted grades. In my experience, universities usually explicitly ask for predicted grades because there are too many variables in determining the value of 75% in a private school in Mauritius vs. an 86% in a public school in Ecuador, for example. If you're confused, remember that you can call and email university admission offices (you can find their email address on phone number on their website) to ask them exactly what you should do in your unique case. If your school doesn't tell you your predicted grades, then you'll have to ask your teachers one by one and explain you need it for university admissions.
  10. Hindi A SL or Hindi B SL? If you switch to Hindi A, expect quite a bit of work. If you switch to B and already speak Hindi, then–yeah–it will be easy, but you're giving up the opportunity to really learn anything. If you're happy with that though, then it's okay.
  11. Hi. The best answer for this question is the first answer to this thread. Sorry for not being able to give you a better answer than that.
  12. Take a look at the statistics bulletin for May 2016. Different subjects have different distributions in scores. In that way, IB doesn't adhere to traditional curving. On an IB assignment, generally you score between 1-7. How you get graded on the 0-100 scale for non-official IB assignments and your IA's is entirely up to your teachers and school. IB doesn't preside over that.
  13. Welcome to IB Survival. You're schedule is great. I mean–in my opinion–the only bad schedules are the ones that don't hit the requirements or that have you taking courses you don't want to. You do ask a good question in regards to what extant you should concerned. I'd say a little bit, but don't worry too much. The difference between scores from a teacher who really knows IB versus a teacher who isn't that familiar generally isn't that significant. Obviously experienced teachers have a leg up in knowing what their previous kids struggled in/common pitfalls, but in most subjects I'd wager that probably wouldn't affect students scores much. Two subjects in which I think it makes a big difference are Lit A and Comp. sci., both of which you aren't even taking. I've taken Language B, History, Math, Bio, and TOK. In Language B and Math I'd say teacher familiarity with IB doesn't matter at all, and history it does a bit, but it's pretty easy to learn what IB expects on your own by looking at past papers. Assuming your math teacher is competent, he/she'll cover everything, and that's what all math teachers do. No secret advantage to be had there. Bio is similar to that. You'd think it have a large effect in TOK, but in my experience it didn't because even though I had great, veteran instructor teaching that, he really didn't guide us because apparently IB doesn't like TOK instructors to influence students too much. At the end of the day, there's a pretty good body of information on the web, and with past papers and marker comments it will be very easy to align yourself with what IB wants and expects in terms of subject knowledge. You'd be examining those regardless of whether your teachers were new or seasoned, so–again–it's not too bad. Also, your teachers should have all attended workshops and have a good idea of what IB expect, even if they haven't yet rode the circuit.
  14. Yes, that is a viable topic. Being really technical, I'd honestly classify that as a category I essay because you aren't actually analyzing the Bible, even though you're using it as a source and can quote from it in your essay (you're analyzing the effect of biblical allusions in The Lion, the Witch, and the Wardrobe; nothing else). But that doesn't matter; it's a good essay topic. Happy reading and although it may be stressful, just remember you're doing a good job, so try not to stress. You aren't going to fail (that's the most important thing with the EE), and potentially will get a good score because Literature is one of the easiest topics to score well in on the EE. Good luck. Signed, A bitter person who did a History EE
  15. Hi, welcome to IB Survival. First, don't worry and you certainly aren't a failure. Or at least I also failed my first proposal for the EE, and I don't consider myself a failure. I even ended up writing a pretty good History EE (I'm biased). I agree with your teacher and trust me, she is helping you by rejecting this. The one thing I disagree with her on is her complaint about originality–I don't really care about originality in terms of historical topics given that you can score very well on a history EE regardless of whether your topic is well-known or obscure. Nobody can help you with choosing a research question, but I can offer some tips. WWII was a massive conflict and its corpus is mind-numbingly large. There is no way you could write a 4,000 essay on such a huge topic as aviation in the war. I think it would be difficult to fit in an 800 page book. When people tell you the scope of your question is too grand, then try to cut down. Focus on one country, one battle, one facet of this battle, etc. The other issue with your question is that it is not argumentative enough. IB just doesn't like reading about facts and occurrences, IB wants opinions and to arrive at those you have to start with a question which your comfortable making a judgement on. To be fair, it's a bit ridiculous: Yeah, right, like some 17 year old kid is going to produce some magnificent scholarly research and blow this case wide open. Just try to deliver a thesis and back it up with some good info and analysis. If you don't already see, your question would really hinder this as it has one, obvious conclusion: "Yeah, turns out aviation was pretty important". If you are unsure as to how to form a more argumentative thesis without wading into bad historiography or conspiracy theories, look at some exemplary history EE's. They're really good for understanding the art of argumentation that IB wants to see. Good luck.