IB Geography SL Extended Essay Example

The student communicates a recognizably geographical investigation with a clear topic, local case study, and relevant context.

The student's research question is clearly stated, geographically specific, and framed in a way that invites evaluation rather than description.

The student uses a range of methods and shows some awareness that environmental variables and bias could affect the results.

The student's topic is grounded in a real place and is supported by maps, images, and contextual information.

The student's method is not fully coherent, because the sampling approach changes across sections and the comparison framework is not consistently explained.

The student's investigation period and the long-running history of the scheme are not fully reconciled, which makes the focus less precise.

Some claims broaden beyond the actual question and reduce the tightness of the investigation.

The student needs to define the exact indicators they will use to judge food-security change more explicitly.

The student demonstrates clear understanding of the local food-security context and connects it to a real semi-arid case study.

The student uses relevant terminology such as food security, productivity, resilience, sustainability, and climate variability.

The student shows some conceptual awareness by linking irrigation to access and livelihoods rather than only to production.

The student also acknowledges bias and limitations, which shows awareness of the need for careful interpretation.

The student's use of theory is sometimes more descriptive than analytical, so concepts are stated without always being applied to the evidence.

Some claims are stronger than the evidence supports, especially where the student implies broad improvements from limited data.

Food security is treated too generally at times, without separating availability, access, utilisation, and stability.

Several important claims depend on perceptions rather than independently verified records.