The main body of an Extended Essay can differ structurally depending on the subject or topic you've chosen.
When you're thinking about structure, the first consideration for the main body is to choose between:
Regardless of your chosen structure, it is important to identify the core points in your essay. These can form the basis of the subheadings you use (or the layout of your paragraphs in a free-flow essay) to develop your argument.
Whichever structure you choose for your essay, you will need to use paragraphs.
This should be written in the form of a statement (a brief opening line or two) that is relevant to the overall question or topic being addressed.
Elaboration should flow naturally from the thesis, and can serve to clarify your paragraph thesis's meaning, the areas it touches on, and so forth. It can offer mini-analyses as you wrestle with the implications of what you're saying.
This could include:
This shows that you've looked at the issue from more than one angle, but make sure you counter-argue so that you have still made your point.
This is a critical aspect of writing for your EE!
Ask yourself: What insight does this paragraph offer to the overall question?
Muhammad's string of early military victories, primarily against the Quresh, were a significant factor in the early development of Islam.
During Muhammad's prolonged exile in Yathrib (Medina) from 622 to 630, his position as the pre-eminent religious leader of the nascent Islamic community (umma) was consolidated and secured by this abilities to defeat the enemies of Islam in accordance with practices the local Arabs (badw) would recognize as noteworthy. Muhammad, in true tribal chieftain form, was able to attract supporters to his fold through the pursuit of raids and campaigns which bolstered his reputation and standing among his fellow men.
According to Armstrong, the Prophet Muhammad's victory at Badr "impressed the Bedouin tribes, some of whom enjoyed seeing ... the mightly Quraysh brought law" (Armstrong, 2001, p. 17). In time, Muhammad's victory at the Battle of the Trench where his force of 3,000 defeated a force three times larger "convinced the nomadic tribes that Muhammad was the coming man and made the Quraysh look decidedly passé" (Armstrong, 2001, p. 17).
However, despite the prestige gained from Muhammad's victories, these alone would have been worth nothing had he not follow it up with a more localized campaign in Medina and its surrounds to root out his most dangerous ideological rivals, principal among those being the Jewish clans who had aligned themselves with the Meccans (Qaynuqah, Nadir and Qurayzah). By crushing them, and in the case of the Quyrayzah, massacring all 700 of their men and selling their women and children into slavery, he ensured that his military victories brought about more long-term benefits.
It becomes increasingly clear, therefore, that Muhammad's military victories significantly aided his reputation and prestige among the Arab tribes by playing on local sensitivities and traditions of "good" leadership. However, these would not have translated into long-term benefits had it not been for his parallel campaign against ideological and political rival bases.
When you provide analysis in your EE, your goal is to relate the research sources you've gathered to the primary focus of your overall research question.
Reporting verbs include:
| Verbs that present the author's viewpoint |
...argues ...conceded ...disputes ...reinforced |
|---|---|
| Verbs that offer a neutral or objective assessment |
...describes ...defines ...states ...highlights |
| Verbs that provide insight into the thoughts and feelings of the author |
...contested ...investigated ...estimated ...evaluated ...believes ...recognizes |
| Other useful verbs |
analysed indicated claimed noted compared observed commented pointed out concluded reported criticized showed demonstrated suggested discussed validated illustrated verified |
Linking words include:
| when building up an argument | and, also, as well as, moreover, further, furthermore, in addition, additionally, next, secondly, thirdly, in conjunction |
|---|---|
| when drawing comparisons | similarly, likewise, in the same way, equally, challenging |
| when highlighting contrasts | although, for all that, however, on the contrary, conversely, otherwise, yet, but, even so, despite |
| when indicating both similarities and/or differences | yet, even so, despite, notwithstanding |
| when providing reasons or a rationale | for this reason, to this end, for this purpose, because, since, so that |
| when explaining results | as, as a consequence, as a result. hence, therefore, thus, inevitably, so |
| when citing examples | for example, for instance, in other words, by way of illustration, such as, this demonstrates, which can be seen in, as cited by |
| when arriving at conclusions | as has been noted, finally, in brief, in short, to summarize, consequently, therefore, in conclusion, in other words, accordingly |
Use your sources to do the following:
| Provide further explanations | Use a source to add further detail to a line of argument or to some relevant facts you've referred to |
|---|---|
| Provide agreement | Use a source to provide agreement or arrive at a consensus on a point or key issue |
| Provide alternative viewpoints or approaches | Use a source to provide alternative points of view or varied approaches to a key point or issue |
Remember to ask: What does this information reveal about my research question?