Nomenclature

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Nomenclature last won the day on July 1

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    May 2017
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    United States
  1. I wasn't quite sure what you were trying to ask about in your question so I've left two different answers Answer for if you were asking about the "justification for the investigation" criterion and not about selecting your central research question First, I'd just like to say that the justification for the selection of a student's topic is worth very few point(s) in the grand scheme of things. If you're just starting your EE and are worried about this small part of the process, don't be. I just followed my mentor's advice and focused two or three sentences in the intro on directly addressing the criterion. I too had an essay that focused on race in the U.S., and I used a quote from personal research and alluded to race's continued importance in the U.S. I also mentioned about how federalism (something I focused quite a bit on) has been a staple of U.S. political and historical debate. Nothing too fancy. A variety of approaches can work. -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Answer for if you were instead asking selecting your central research question My problem with the statehood question is that it has a conclusion that I can already guess: It hurt Louisiana's prospects of becoming a state. That's not a fatal error, but it's going to be really difficult to score well with a question like this. It's possible that you could think of a more nuanced question involving statehood, but I honestly can't. I like the question on whether the "German Coast Rebellion was fairly overlooked for certain amounts of reasons". I've actually seen an essay that scored extremely well that—though it concerned a very different issue—had a similar idea in terms of historical attention and historiography (you might be able to find it online as an exemplar essay; it's about Lyndon B. Johnson and Vietnam). I'd say start with all those topics and then you can cut stuff out. If you go over your word limit, something doesn't fit, or there's just something you can't get information on; then you can cut it. Good question. It's up to you, but I honestly think analyzing the impact of events on public/historiography is more difficult then analyzing causes. One thing that I surprised when reading the essay I previously mentioned was the how much it was focused on analyzing Johnson (it then supplemented this with historians' opinions). You'll obviously want some focus on historians/historical accounts, but you shouldn't be penalized if you choose to emphasize the actual event rather than reactions to the event. You should ultimately aim to have a bit of both, but it doesn't have to be even. Also, given the time and place, you won't be looking for "historians", rather eminent/influential people. Think correspondence of politicians, newspapers, etc.
  2. Presuming you are going to a typical school in the U.S., your school transcript grades will be separate from your IB grade. Nobody can really tell you how stringently your teacher will mark the course in that regard. Your past two years are probably the best indicator for that. In my opinion, SL Spanish is not a difficult IB course. The standard is pretty reasonable. Many kids fail to achieve proficiency in Spanish and did fine. I would not expect anyone to get less than a 5 assuming he/she listened in class and did the minimum work that was expected. It's hard to judge your prospects just from your saying that you're not very good. My best advice is to really focusing on learning the grammar so that you have no holes, so to speak, in your expression. Also, if you put in consistent work outside of the class (reading news articles/podcasts/Netflix) working on your Spanish it will pay dividends and be noticeable.
  3. Hi, there's not many people on this site who have done Computer Science EE's (You might get more help on the IBO Reddit if you post there). I didn't do a CS EE, but how would you be able analyze IOS text prediction software. Isn't that proprietary? I would think that only Apple knows that and they certainly wouldn't want to share it. Sorry if I'm mistaken.
  4. Also–these are general thoughts for everybody, in real life (this is fake), your conversation will never involve the other person asking you for your score. If they did that, I'd stop talking to the person and walk away on principle. If you meet another IB grad, you'll laugh over the time you wasted and frivolity of it all, maybe comparing details about your schools and experiences. Real life is much more similar to the "favorite/funniest moment in class" thread than the "chance me" threads or the "I didn't fulfill my offer therefore everything's pointless thread". If anything, the most real life thread I'd expect is, "I did fulfill my offer but everything's pointless." That's something to laugh over.
  5. We say here that D's get diplomas. (number grades are snobbishly European) As far as I'm concerned, any score, passing or non-passing, is good. The mere intent to do IB is admirable.
  6. Congrats! That's certainly an achievement, regardless of boundaries, percentages, etc.
  7. Yeah, boundaries by themselves aren't too indicative because the variance in exams. Just looking at the percentages for grades, it's clear History isn't just one of the hardest Group 3 subjects but also one the hardest in the whole DP. You have to be a genius and a bit lucky to get a seven in history, even a six. The scores concentrate towards the middle in history. Edit: Sorry, I forgot to link the bulletin. http://www.ibo.org/contentassets/bc850970f4e54b87828f83c7976a4db6/dp-statistical-bulletin-may-2016-en.pdf
  8. Last year's boundaries were brutal. So I doubt they're harsher; history is just a really difficult subject to score well in.
  9. That's strange. I'm going to UBC and they already are displaying my scores in my student portal.
  10. Yep. Also the university to which you sent your scores might show them.
  11. Ok, I do not like the second question. "Enduring" means something that lasts for many year; something that still, to this day, is a factor. My American friends and I do not lose sleep over (worry about) the Sputnik. It's not "enduring". Maybe you meant it as one event of many in which U.S. citizens began to lose confidence in their government, and that you would analyze all of the events in an essay. That's too broad; you won't get any interesting detail and the investigation likely won't be substantive. It's far too pop history for IB's tastes. You also can't write about anything that happened in the last ten years. The first question is better, but I also have some problems with it. What is American confidence? It's really difficult to describe a whole country's attitudes to an event. It can lead to generalizing and speculation. I don't doubt that it's possible to write a really good paper with this question, but you will almost certainly lose a few points for the "anthropological" perspective. I learned to avoid making claims about the general populace's reaction in IB history, but again, I think it's still possible to write a very good essay with that limitation. If you wanted to avoid it, you would have to change it to a question asking how did it affect government policy or something to that effect. I wholeheartedly disagree with the opinion that your essay is too narrow. At any rate, it's much easier to go narrow to broad, after starting, than the other way around. Good luck. (by the way, on your actual EE use "U.S." instead of American when it's an adjective)
  12. I don't know if you're doing a Group 1 category 3 essay or a Group 2 essay, but either way, your topic is too broad. You should pick a specific year, even one or two specific candidates and just analyze that. One of IB's examples that they gave on the Group 1 rubric was an analysis of just Obama's speeches. ¡Suerte!
  13. There's no required literature in Language B SL. For your IA, you have to read short articles of your choosing in the target language and incorporate them as sources but I can honestly say that relative to other subjects' IA's, the Language B one is fast and painless. My general advice for language learning is go with the highest level possible. Just listen to native speakers. There's nothing wrong with not being able to completely understand it; if you're watching TV in French and can't understand it, then put on French subtitles. With books, I know it's annoying to have to constantly look up words but it will make you better; especially if you keep note of the words and repeatedly quiz yourself (I like to read on digital devices with a Spanish-language dictionary installed so that I can just tap on words and the definition instantly pops up). Even if you don't look the unknown words up, you can still usually understand the gist of the text. I'd also recommend listening to podcasts (otherwise your listening/speaking skills can lag behind), and if you're really daring then download an app like HelloTalk so that you can speak to others while practicing the language. All of this will help immensely. In my experience, Language B marking generally clumps students together (like @kw0573 said). Not too many people get low grades, but also not too many get 7's. Study the grammar. It's easy to do and its vital. Then it's just a matter of engaging with resources. It doesn't have to be boring. Next time your on Netflix, use a special code for French-language movies. You certainly have it better than I did with D-list Latin American soaps. Being pedantic here, but unless it changes in 2018, I believe students are not issued or permitted dictionaries in any Language B exam (except Latin).
  14. Okay. Assuming you're writing a category 1 essay, I think you're off to a nice start. You say you can't think of anything about culture, but that's not really the point of your essay. You're not writing a Psychology EE: other than noting obvious difference in how the characters act, your goal is not making a conclusion about different cultures; your goal is to show how obvious cultural differences affect their respective novel and the significance of these cultural differences in the novel. Culture should be a synonym for the characters' environment; the effect of setting. Of course, you should veil (subtly disguise) any elements regarding culture as literary devices. Culture can be a literary motif. Your first question is fine. Your second seems like the same question—just using different words and not considering culture. So if you don't want to focus on culture (at least not explicitly), that's your choice. Either way, you should be fine, but one might be easier than the other depending on how your essay develops. If you really try to write about culture but can't, then you should certainly be able to use the second question as your official RQ. Though I wouldn't compare anything to real life or consider real life unless you're trying to make a very specific point about surrealism or realism—and it doesn't seem to me that you are. If you don't want to do the third one, don't do the third one. Good luck.
  15. I'm happy to hear that. Don't hesitate to ask more questions on this site if you have them. Good luck and godspeed with the essay.