A student guide
to the
Personal Project
Name:______________________________
Supervisor:__________________________
Table of Contents
Introduction……………………………………………………………………………….3
Choosing a Topic………………………………………………………………..………5
Global Contexts………………………………………………..………………………..6
Investigating………………………………………………………………………….…...9
Process Journal………………………………………………………………………….11
Outcome/Product……………………………………………………………………..12
Developing Criteria…………………………………………………………………...13
Organizing…………………………………………………………………………………14
Appendices……………………………………………………………………………….15
The Report………………………………………………………………………….…....16
Structure of the Report……………………………………………………..……..17
Assessment/Rubrics……………………………………………………………….…21
Additional Resources……………………………………………………………..…27
2
Introduction
So what is the personal project?
The personal project is exactly that-a personal project.
The personal project is your chance to practice and strengthen your approaches to
learning skills, to develop an understanding of yourself, as a learner, and to develop an
area of personal interest. In other words, you will choose a topic that interests you, you
will choose a global context that will help you develop your project with a clear and
specific focus, and once you have done some research, you will determine your goal.
You will complete and submit your personal project during the final year of the MYP,
your sophomore year.
The personal project is similar to every other subject you study because you will:
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complete approximately 40-50 hours of study over an extended period of
approximately 6 months,
use many of the approaches to learning skills you have learned in your classes,
create a product that will be turned in, and
be assessed against a set of criteria.
The personal project is different from many of your other subjects because you will:
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complete your investigation within the context of one global context,
work independently on a topic you have selected, and
interact with an assigned adult supervisor whose role is to provide guidance and
advice.
What is the point?
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To participate in a sustained, self-directed inquiry
To generate creative new insights and develop deeper understandings through
in-depth investigation
To demonstrate the skills, attitudes, and knowledge required to complete a
project over an extended period of time.
To communicate effectively in a variety of situations
To demonstrate responsible action through, or as a result of, learning.
To appreciate the process of learning and take pride in your accomplishments.
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What exactly do I have to create for the personal project?
You must create three items, each of which will be assessed:
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a process journal (similar to the developmental workbook in arts),
a project report,
and a take action product or outcome.
Will anyone help me do the project?
Of course! You can’t think we would set you on this task without support.
You are responsible for your project. It is an investigation that you do on your own
outside of school, to show your skills as an independent learner.
However, you will have help. You will be assigned an adult supervisor at ISB, who will
can do a number of things to help you in the process:
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Advising you on your project choice (is it achievable and appropriately
challenging?)
Helping you to create a schedule for completing the project
Discussing the global context chosen to ensure it matches the goal of
your project
Meeting to discuss and review your progress
Advising you should any part of your project present difficulties.
Being an independent learner does not mean you work in isolation. In fact, the best
independent learners recognize how important it is to collaborate with other people
when undertaking a project because a wider range of ideas can lead to a better
outcome. Apart from your supervisor, you will talk with and seek advice from your
parents, friends, other adult leaders, and experts in the field of study. However, the
work that you do must be your own.
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How will I be assessed?
The personal project is assessed against four criteria. Each criterion is of equal value
and has eight levels of success:
The criteria are:
Criterion A: Investigating
You will be assessed on your ability to define a clear goal and global context for the
project, your ability to identify prior learning and subject specific knowledge relevant to
the project, and the quality of your research skills.
Criterion B: Planning
You will be assessed on your ability to develop criteria for the product/outcome, your
ability to plan and record the development process, and your ability to demonstrate
self-management skills.
Criterion C: Taking Action
You will be assessed on your ability to create a product/outcome in response to the
learning goal , the global context and the criteria you created in the planning process.
You will also be assessed on your ability to demonstrate your thinking skills and your
communication and social skills.
Criterion D: Reflecting
You will be assessed on your ability to evaluate the quality of the product/outcome
against the criteria you created, your ability to reflect on how completing the project
has extended your knowledge and understanding of the topic and the global context,
and your ability to reflect on your development as IB learners throughout the project.
Great! So, how do I start the personal project?
Choosing a Topic
YOU MUST START WITH THE TOPIC! NOT WITH THE PRODUCT!
Your product will be a result of your topic and your global context. Don’t decide you will
build a skateboard without having a topic first! There needs to be a good reason for
building that skateboard.
Choose a topic for investigation that genuinely interests you, is NEW learning and is
appropriately challenging.
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So, what topics can you choose? You can choose anything that is of interest to you. To
help you get started, make some lists:
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What do you want to achieve through your project?
What do you want to understand through your work?
What impact do you want your project to have?
What is most important to you?
What issues concern you?
Once you have generated a list of possible topics to investigate, you will need to
whittle it down.
 Which one appeals to you the most?
 Which one will be challenging enough to keep you interested for several
months?
Now comes the hard part: make a choice. Pick ONE topic.
The topic I will investigate for my personal project is____________________________.
I have chosen this topic because…
Choosing a Global Context
Now, and most importantly, you MUST choose a global context to be the focus of your
project investigation. You have six choices:
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Identities and Relationships: You will explore identify; beliefs and values;
personal physical, mental social and spiritual health; human relationships
including families, friends, communities and cultures. You will be looking at
what it means to be human.
Projects that fit in this global context might include:
o Two sides of social networking
o An awareness of bullying in in its many forms
o How the digital world impacts relationships
o Culinary traditions and the importance of food in a culture
o The effects of mass media on the teenage identity
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Orientation in space and time: You will explore personal histories; homes and
journeys; turning points in humankind; discoveries; explorations and migrations
of humankind; the relationships between and the interconnectedness of
individuals and civilizations from personal, local, and global perspectives.
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Projects that fit in this global context might include:
o The Euclidean space perspective of the universe
o Immigration issues
o Family histories
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Personal and Cultural Expression: You will explore the ways in which we discover
and express ideas, feelings, nature, culture, beliefs and values; the ways in which
we reflect on, extend, and enjoy our creativity; our appreciation of the aesthetic.
Projects that fit in this global context might include:
o Video games as a form of cultural expression
o The art of Manga
o Culture and self-expression through dance
o Artistry, craft and creation
o Philosophies and ways of life
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Scientific and technical innovation: You will explore the natural world and its
laws; the interaction between people and the natural world; how humans use
their understanding of scientific principles; the impact of scientific and
technological advances on communities and environments; the impact of
environments on human activity; how humans adapt environments to their
needs.
Projects that fit in this global context might include:
o Building a stronger bike using nano fibers
o An informational talk on space diamonds
o Can stem cells replace organ transplants
o New technologies and their impact
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Globalization and sustainability: You will explore the interconnectedness of
human-made systems and communities; the relationship between local and
global processes; how local experiences mediate the global; the opportunities
and tensions provided by world-interconnectedness; the impact of decisionmaking on humankind and the environment.
Projects that fit in this global context might include:
o Raising awareness on the struggle for water in developing countries
o The impact of the financial crises of Europe and the European Economic
Community on the United States
o Education as a tool to change the future of a community
o The role of the developing countries in protecting the rain forest
o Conservation
o Urban planning and infrastructure
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Fairness and development: You will explore rights and responsibilities; the
relationship between communities; sharing finite resources with other people
and with living things; access to equal opportunities; peace and conflict
resolution.
Projects that fit in this global context might include:
o An awareness campaign supporting fair trade
o Open market economies and their role in fair trade
o Exploring intersections of race and inequality
o Asylum seekers and their right to live like us
o Justice
o Civil Rights
o Civic responsibilities
As you think about your global context, you might consider the following:
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What is the goal of my project?
What do I want others to understand about my project?
What kind of impact do I want my project to have?
How can a specific context give greater purpose to my project?
If my project were to involve rap music, my inquiry might look like this:
Identity and Relationships
Examine the question “Why does rap speak to me?”
Orientation in Space and Time Explore the development of rap as a style of music
across continents
Personal and Cultural
Expression
Perform a rap song of my own creation and have a
question and answer session
Scientific and technical
Innovation
Explore how technological advances have impacted the
quality of recording rap music
Globalization and
Sustainability
An exploration of the impact of living conditions on rap
music
Examine the question “What impact has rap music had
on civil rights?” or “How has the civil rights movement
given rise to rap music?”
Fairness and Development
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The global context I will use is______________________________________________.
I have chose this global context because I want to explore________________________
The topic fits under the global context of _____________________________________
because_________________________________________________________________
Investigating
An investigation for the personal project is the action of finding out information about
your chosen topic. You will need to create a plan for identifying what you need to know
that is relevant to your project.
To reach the highest levels of achievement in investigating, you will need to use a
variety of resources and evaluate them for reliability and validity.
Sources to consider:
 Articles from magazines, journals, newspapers, books
 Websites
 Experts in the field
 Your own knowledge
 Survey data
 Video or audio recordings
 Images
 School subject area materials
 Prior knowledge-however, this does not provide sufficient depth or breadth
alone
You should use them all, initially, to find out as much as you can on your topic.
Record all of the sources you read, view, listen to, and interview, in your process
journal. This will form a valuable resource for later in the project.
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How do I choose information?
Now that you have gathered all of your information, you need to sort out what is most
useful and appropriate for your project.
There are many techniques you can apply to choose which information to use and which
to leave out. Sometimes one technique will work. But, more likely you will have to use
combinations of them to finally choose what information to use. Listed below, are a few
of the techniques for selecting information.
Straight Logic
This technique requires you to simply select information by thinking about its relevance
to your inquiry question. You label pieces of information as either “relevant” or
“irrelevant” and then use the “relevant” information for your project.
Degree of importance
You make four categories and go through your information labeling each piece of
information according to the category that best describes what you have found. The
categories are:
Absolutely essential
You cannot respond to the inquiry question if you don’t use this information. Keep it
and use it.
Very useful
This is information that should be used in the response because it makes very clear to
everyone what you have learned or want other people to learn about your topic. Keep
and use as much of this as you can.
Interesting
This information does refer to the inquiry question, but if you did leave it out it wouldn’t
radically change your response. Use it if you don’t have enough of the two levels above.
Irrelevant
When you look at your inquiry question this information doesn’t really help. It is related
to the topic only, but not the area of interaction. You ignore this information.
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The Checklist
For this technique you have a series of question that you apply to each piece of
information. If it receives ticks against all questions then clearly you should use the
information in your response.
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Is the information source reliable and is the information accurate?
Is the information current or still valuable if it is older?
Does the information help me respond to the inquiry question?
Does the information connect clearly with the area of interaction or aspects of it?
Does the information belong to my topic?
Will the information help me to develop my project product?
Mind-mapping
For this technique, you draw the information that you believe will help you to respond
to your inquiry question around the inquiry question. This way you can ‘see’ how your
information fits together or interconnects.
The important thing is that you do consciously sort through your information until you
are satisfied you have collected everything that you think you need to make a response
to the inquiry question. Then you begin a new process in the Personal Project.
Process Journal
Your process journal is a complete record of EVERYTHING you do for your personal
project, from start to finish. You should use your journal to store:
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Notes and ideas on your project
Information gathered from your investigations
Drawings, pictures, clippings, photographs, etc.
Copies of interviews and discussions with people
Concepts for your project
Resources
Plans for your project
Timelines
Your journal can be written, visual, audio, or a combination of any of these. Process
journals have been websites, scrapbooks, booklets, wikis, blogs, slideshows, word
documents, notebooks, and video journals. But you are not limited to this list. Choose
the style that is most effective for your learning style and make it awesome!
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The process journal is…
begun at the very start of the process
and used throughout the process
an evolving record of intents,
processes, accomplishments
a place to record initial thoughts and
developments, brainstorming, possible
lines of inquiry and further questions
raised.
a place for recording interactions with
sources, for example, teachers,
supervisors, external contributors
a place to record selected, annotated
and/or edited research and to maintain
a bibliography
a place for storing useful information –
quotes, pictures, ideas
a means of exploring ideas
a place for reflection on learning
a place for evaluating work completed
a format that suits your own needs
a record of feedback .
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The process journal isn’t…
used on a daily basis (unless this is
useful to you)
written up after the process has been
completed
additional work on top of the project;
it is part of and supports the project
a diary with detailed writing about
what was done
a static document with only one
format.
Outcome/Product
Now that you have your topic, your global context, and have done some research
around your topic, you can NOW decide your product.
You may choose from an almost endless list of possibilities for your product – choose to
create an item that will best demonstrate what you have learned through your
investigation and will show other people what you have learned. Examples include:
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Performances: play, dance, song, speech
Published Writing: creative prose, collection of poetry, essay, extended article,
script, review
Events: fund-raising events, service in action, celebration
Static visual displays: photographs, art, poster, model, artifact, drawings,
statistical data
Interactive displays: web site, video, audio-visual, animation
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For example:
Global Context
Topic
Possible Product
Identity and
Relationships
Examine the question “Why does
rap speak to me?”
An artistic visual display
showing the way rap
evokes emotion
Orientation in Space
and Time
Personal and Cultural
Expression
Explore the development of rap as
a style of music across continents
Examine the different styles of rap
and the different cultures they
represent.
Scientific and
technical Innovation
Explore how technological
advances have impacted the
quality of recording rap music
Globalization and
Sustainability
An exploration of the impact of
living conditions on rap music
A website showing the
evolution of rap
Perform a rap song of my
own creation and have a
question and answer
session
An audio-visual
presentation showing
how technology has
impacted the quality of
music recordings
A display board showing
the living conditions that
the majority of rap artists
come from
A written piece about the
connection between the
civil rights movement
and rap music
Fairness and
Development
Examine the question “What
impact has rap music had on civil
rights?” or “How has the civil rights
movement given rise to rap
music?”
My outcome/product will be ________________________________________________
Developing Criteria
Now that you have decided on a topic, a global context, and an outcome, you need to
develop criteria, which is a realistic measure of the quality of the product. Criteria
should only be developed once you have a solid idea of what your goal is and what you
want to achieve with your final product.
Let’s stick with the rap examples seen in step one. The goal is to write a rap to raise
awareness about bullying, a very personal issue. The outcome is a rap, which expresses
the desired message to a target audience, and a video of the rap performance, which
emphasizes the message. So, how would one develop criteria?
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The criteria might include a time length of the rap, a sample audience that will be
interviewed for the ability of the rap to express the message, and a survey about the
ability of the video to portray the message.
The criteria might take the form of a checklist or a rubric.
Questions you might find useful:
 What type of information will I include?
 How will I present the information?
 Do I need to consider any copyright or intellectual property issues?
 Who is the audience and what do they think?
 What type of information do I need to include?
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Organizing
Now that you know what you are doing, you need to plan how you will get there.
Managing your time is one of the most crucial elements of the project. It is essential
that you create a timeline of what you plan to do and when you plan to do it.
Remember, plans can change as circumstances change, but by planning, you give
yourself clear goals and raise your awareness of the time you have to complete tasks for
the personal project.
Following is an example of a timeline. Below, you will find a blank timeline you may
choose to use for planning. Your timeline will develop as your project develops. This is
an important item to include in your process journal.
Month
Week
Activities
May
1
Read the information given
Organize a process journal
2
Choose a topic, global context
3
Plan timeline
4
Meet with supervisor to discuss concept and timeline
September
1-4
Conduct research on topic
October
1-3
Conduct research on topic
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November
December
January
February
March
4
Meet with supervisor and discuss progress
1
Finalize research
2
Decide final product and begin work
3
Thanksgiving Break- No work
4
Meet with supervisor and discuss progress
1-2
Work on final product
3-4
Winter Break-No work
1
Work on final product
2
Begin organizing project report
3
Prepare for finals-no work
4
Write rough draft
1
Meet with supervisor for feedback on rough draft
2
Edit and revise
3
Write final draft
4
Final touches on final product
1
Organize all components for turn in
2
Turn in final project
Or create your own…
Appendices
From your process journal, you will be able to select a maximum of 10 excerpts to use
as appendices. These will demonstrate how you addressed your objectives, highlight
information about your project, or demonstrate development in one or all of the
criteria.
The extracts may include:
 visual thinking in diagrams or annotated illustrations
 bulleted lists
 charts
 short paragraphs or notes
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timelines/action plans
annotated research
artifacts
pictures/sketches/screenshots
feedback
anything else you deem important.
The Report
The project report is a formal reflection of the entire process. It will explain clearly, to
whoever reads, listens to or watches it, your global context, your topic, your product,
your process, your resources you selected and why you selected them, the techniques
you applied, the challenges you faced, and most importantly, what you learned about
your topic AND yourself as a learner.
What should the project look like?
The report can take different formats depending on the resources available to you and
your personal preferences. Your ability to communicate clearly and concisely is
ESSENTIAL in writing the report.
You can choose to report the project thought:
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a written report,
an electronic report, such as a website, a blog, or a slideshow
an oral report that includes visual support
a multimedia presentation such as a short film
The information you include in the report MUST be organized into specific sections. The
report does not replace the product our outcome of your project, so think carefully
about how you will communicate the information in the best way for your project.
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Structure of the personal project report
Format
Length
Written
1500 – 3500 words
Electronic (website, blog, slideshow)
1500 – 3500 words
Oral (podcast, radio broadcast, recorded
speech)
13 – 15 minutes
Visual (film)
13 – 15
All Reports
All formats must have a title page, which includes:
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Name
Title of the Project
Length (word count)
School Name
Year
All reports must be concise and succinct in form and must be divided into sections with
sub-headings. The sections must include:
 Investigating
 Planning
 Taking Action
 Reflecting
 Bibliography in MLA format (this does not count in total word count)
Oral, electronic, and visual reports must be accompanied by a summary (maximum of
150 words), a title page, and a bibliography.
**If you are selecting to do a multimedia report that involves both written and
audio/visual formats, the maximum time and word limits are correlated as seen in the
table on the next page.
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Time of audio-visual
recording
Word Limit
3 minutes
AND
1200 – 2800 words
6 minutes
AND
900 – 2100 words
9 minutes
AND
600 – 1400 words
12 minutes
AND
300 – 700 words
Can anyone help me to edit my project report?
The project report should be as error-free as possible so it is essential that you seek
other people to edit your drafts. You can approach family, friends, and teachers for
assistance with grammar, punctuation and spelling matters, as well as sentence
construction and wording. However, while they can help you with editing, they can’t
write the report for you. It must be your own work.
The same principle applies if you are reporting your project in another format. If you
are planning an oral presentation, it is important to practice in front of an audience and
ask for feedback.
Use the checklist on the next page to ensure you have everything you
need in your report.
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Have I identified and explained the
topic?
Have I justified a global context?
Have I selected varied and relevant
sources to achieve the goal?
Have I evaluated my sources for
reliability and validity?
Can evidence of my sources be seen in
the body of the report and the
bibliography?
Have I transferred and applied
information to make decisions? Create
solutions? Develop understandings in
connection with the goal?
Y
N
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Have I created a list of criteria?
Does my product meet all of the criteria?
Does my process journal demonstrate
organizational skills and time and selfmanagement skills?
Y
N
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Does my product/outcome reflect the
global context I have chosen?
Have I shown that I have communicated
with my supervisor?
Have I demonstrated thinking skills and
the ability to reflect as I go?
Y
N
Y
N
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Criterion A: Investigating
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Criterion B: Planning
Criterion C: Taking Action
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Criterion D: Reflecting
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Have I reflected on how completing the
project has extended my knowledge and
understanding of the topic and the focus
area of interaction?
Have I reflected on how I have
developed as a learner?
Have I reflected on my strengths and
weaknesses as a learner? Use the
approaches to learning, on the next few
pages, as a starting point for this part of
the reflection.
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Approaches to Learning
Thinking skills
 Critical thinking: The skill of analyzing text, ideas and issues
 Creativity and innovation: The skills of exercising initiative to consider
challenges and ideas in new and adapted ways
 Transfer: The skill of learning by making connections and applying skills,
Social skills
 Collaborating: The skill of working cooperatively with others
Communication skills
 Interacting: The skill of effectively exchanging thoughts, messages and
information
 Literacy: The skill of reading, writing and using language to communicate
information appropriately, and write in a range of contexts
Self-management skills
 Organization: The skill of effectively using time,
 Affective skills: The skills of managing our emotions through cultivating a
focused mind
Research
 Information and media literacy: Information and media literacy (IML) is the skill
of interpreting and making informed judgments as users of information and
media, as well as being a skillful creator and producer of information and media
messages.
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Finally… Assessment
A team of teachers from ISB will assess your entire project. On the next several pages,
you will find the rubrics the team will use to determine your marks. Please take the
time to read them and understand what they mean.
The full rubrics can be found on pages 23-26. The following page shows a simplified
rubric.
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Criterion A: Investigating
You should:
 define a clear goal and global context for the project,
 identify prior learning and subject-specific knowledge relevant to the project
 demonstrate research skills
Achievement Level
7-8
Level Descriptor
The student is able to:
 define a clear and highly challenging goal and context for the
project
 identify prior learning and subject-specific knowledge that is
consistently highly relevant to the project
 demonstrate excellent research skills
5-6
The student is able to:
 define a clear and challenging goal and context for the project
 identify prior learning and subject-specific knowledge generally
relevant to the project
 demonstrate substantial research skills
3-4
The student is able to:
 outline a basic and appropriate goal and context for the project
 identify basic prior learning and subject-specific knowledge
relevant to some areas of the project
 demonstrate adequate research skills
1-2
0
The student is able to:
 state a goal and context for the project, but this may be limited
in depth or accessibility
 identify prior learning and subject-specific knowledge, but this
may be limited in occurrence or relevance
 demonstrate limited research skills
The student does not achieve a standard described by any of the
descriptors above.
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Criterion B: Planning
You should:
 develop criteria for the product/outcome
 plan and record the development process of the project
 demonstrate self-management skills.
Achievement
Level
7-8
5-6
3-4
1-2
0
Level Descriptor
The student is able to:
 develop rigorous criteria for the product/outcome
 present a detailed and accurate plan and record of the
development process of the project
 demonstrate excellent self-management skills.
The student is able to:
 develop substantial and appropriate criteria for the
product/outcome
 present a substantial plan and record of the development
process of the project
 demonstrate substantial self-management skills.
The student is able to:
 develop adequate criteria for the product/outcome
 present an adequate plan and record of the development
process of the project
 demonstrate adequate self-management skills.
The student is able to:
 develop limited criteria for the product/outcome
 present a limited or partial plan and record of the
development process of the project
 demonstrate limited self-management skills.
The student does not achieve a standard described by any of the
descriptors above.
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Criterion C: Taking Action
You should:
 create a product/outcome in response to the goal, global context and criteria
 demonstrate thinking skills
 demonstrate communication and social skills.
Achievement
Level
7-8
5-6
3-4
1-2
0
Level Descriptor
The student is able to:
 create an excellent product/outcome in response to the
goal, global context and criteria
 demonstrate excellent thinking skills
 demonstrate excellent communication and social skills.
The student is able to:
 create a substantial product/outcome in response to the
goal, global context and criteria
 demonstrate substantial thinking skills
 demonstrate substantial communication and social skills.
The student is able to:
 create a basic product/outcome in response to the goal,
global context and criteria
 demonstrate adequate thinking skills
 demonstrate adequate communication and social skills.
The student is able to:
 create a limited product/outcome in response to the goal,
global context and criteria
 demonstrate limited thinking skills
 demonstrate limited communication and social skills.
The student does not achieve a standard described by any of the
descriptors above.
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Criterion D: Reflecting
You should:
 evaluate the quality of the product/outcome against their criteria
 reflect on how completing the project has extended their knowledge and
understanding of the topic and the global context
 reflect on their development as IB learners through the project.
Achievement
Level
7-8
5-6
3-4
1-2
0
Level Descriptor
The student is able to:
 present an excellent evaluation of the quality of the
product/outcome against his or her criteria
 present excellent reflection on how completing the project has
extended his or her knowledge and understanding of the topic
and the global context
 present excellent reflection on his or her development as an IB
learner through the project.
The student is able to:
 present a substantial evaluation of the quality of the
product/outcome against his or her criteria
 present substantial reflection on how completing the project has
extended his or her knowledge and understanding of the topic
and the global context
 present substantial reflection on his or her development as an IB
learner through the project.
The student is able to:
 present a basic evaluation of the quality of the product/outcome
against his or her criteria
 present adequate reflection on how completing the project has
extended his or her knowledge and understanding of the topic
and the global context
 present adequate reflection on his or her development as an IB
learner through the project.
The student is able to:
 present a limited evaluation of the quality of the
product/outcome against his or her criteria
 present limited reflection on how completing the project has
extended his or her knowledge and understanding of the topic
and the global context
 s reflection on his or her development as an IB learner through
the project.
The student does not achieve a standard described by any of the
descriptors above.
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Additional Resources
Command Terms
Term
Adequate
MYP Definition
Satisfactory or acceptable in quality or quantity.
Create
To evolve from one’s own thought or imagination, as a work or an
invention.
Define
Give the precise meaning of a word, phrase, concept or physical
quantity.
Demonstrate
Prove or make clear by reasoning or evidence, illustrating with
examples or practical application.
Formulate
Express precisely and systematically the relevant concept(s) or
argument(s).
Identify
Provide an answer from a number of possibilities; recognize and
state briefly a distinguishing fact or feature.
Justify
Give valid reasons or evidence to support an answer or conclusion.
Limited
Restricted in size, amount, or extent; few, small, or short.
Outline
Give a brief account.
Present
Offer for display, observation, examination or consideration.
State
Substantial
Give a specific name, value or other brief answer without
explanation or calculation.
Ample or considerable amount and quantity.
27
Bibliography
All of your sources need to be cited in an MLA bibliography. Please refer to the example
of an MLA bibliography provided by IBO below. Otherwise, you can find information on
citing sources at the Purdue OWL website found at:
https://owl.english.purdue.edu/owl/section/2/11/.
Books:
Aeschylus, Prometheus Bound. New York, New York: Penguin Books USA Inc.,
1979
Card, Orson Scott, How to Write Science Fiction and Fantasy. Cincinnati, Ohio:
Writer’s Digest Books, 2001.
“Caucasus”, “Prometheus”, “Plough”, “Farming Equipment”, “Ancient Greece”,
Encyclopedia Britannica. Volume 5. Chicago: William Benton, 1972.
Web Sites:
Behind the Name. August 20, 2007. Visited: February 24, 20xx.
http://www.behindthename.com/random
Cleolinda’s Blog. July 24, 2006. Livejournal LLC. Visited: July 11, 20xx.
http://cleolinda.livejournal.com/414193.html#cutid1
Maureen Johnson’s Blog. January 11, 2008. Blogspot. Visited: February 20,
20xx. http://maureenjohnson.blogspot.com/2008/01/thought-process.html
Interview:
Purdue, Pete. Personal interview. 1 Dec. 2000.
Gaitskill, Mary. Interview with Charles Bock. Mississippi Review 27.3 (1999):
129-50. Print.
Stein, Bob. "Computers and Writing Conference Presentation." Purdue
University. Union Club Hotel, West Lafayette, IN. 23 May 2003. Keynote Address
Digital Files:
Beethoven, Ludwig van. Moonlight Sonata. Crownstar, 2006. MP3.
Bentley, Phyllis. “Yorkshire and the Novelist.” The Kenyon Review 30.4 (1968):
509-22. JSTOR. PDF file.
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Works cited in this document:
International Baccalaureate Organization. Projects Guide. Maryland. 2014. Print.
The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and
Purdue U, 2008. Web. 3 Apr. 2014.
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