KSM의
10회 성장 경로

Objectives

• Baseline in listening, speaking, reading, writing, and discussion.
• Writing diagnosis (Future Writing / 약점강화 미래쓰기 style).
• Read-aloud baseline (Passage B ×5).

Teacher script

• Tutor: “What is one EE or teaching question on your mind today?”
• Tutor: “Our focus is Diagnosis & goal setting. Read the short input and mark the most useful academic expressions.”
• Tutor: “Write one focused paragraph. I’ll respond first to structure, then language.”
• Tutor: “State your position, support it, and respond to one counterargument.”
• Tutor: “Give your short talk now. Then we’ll choose one revision priority and confirm the homework.”

Target expressions

• I've recently become the EE coordinator for our IB programme.
• My main responsibility is ___.
• I teach Chinese, including Chinese reading and writing.
• I'd like to improve my ___.
• In my opinion, ___ because ___.
• Could you clarify what you mean by ___?

Activities

• Listening: 1–2 min talk about research skills; summarize the main idea.
• Speaking interview: role as EE coordinator, current tasks, worries, goals.
• Reading: one page from an EE guide excerpt or public IB DP core page; 3 questions.
• Writing prompt: 'Why should every DP student write an Extended Essay?' (100 words). Tutor builds an error profile.

Materials

• Passage B + Recording Sheet (Appendix B)
• Listening clip
• Reading excerpt
• Writing diagnosis checklist (structure, cohesion, grammar, academic tone)

Homework

Read the EE overview excerpt; note 8 key terms; read Passage B ×2.

Objectives

• Explain the basic features of the EE.
• Agree/disagree politely in a short discussion.

Teacher script

• Tutor: “What is one EE or teaching question on your mind today?”
• Tutor: “Our focus is The EE at a glance & talking about my role. Read the short input and mark the most useful academic expressions.”
• Tutor: “Write one focused paragraph. I’ll respond first to structure, then language.”
• Tutor: “State your position, support it, and respond to one counterargument.”
• Tutor: “Give your short talk now. Then we’ll choose one revision priority and confirm the homework.”

Target expressions

• The Extended Essay is an independent research paper of up to 4,000 words.
• Students choose a subject and develop a research question.
• Each student works with a supervisor.
• The essay is assessed externally by the IB.
• The EE is part of the DP core, together with TOK and CAS.
• I think the biggest challenge for our students will be ___.
• I agree with you to some extent, but ___.
• That's a good point. However, ___.

Activities

• Input: read the EE overview; pick out key terms (supervisor, research question, reflection, external assessment).
• Writing: Claim + Evidence paragraph 'The EE benefits students because…'.
• Discussion (15 min): 'Is writing 4,000 words in a second language a fair challenge?' Tutor takes the opposite side.
• Talk (2 min): 'What is the EE?' for new teachers.

Materials

• EE guide excerpt (school provides) or public IB DP core page
• Agree/disagree phrase card

Homework

Read the Google Drive text she shared (section assigned by tutor); list 5 useful academic phrases.

Objectives

• Describe the parts of an academic essay.
• Write a PEEL paragraph.

Teacher script

• Tutor: “What is one EE or teaching question on your mind today?”
• Tutor: “Our focus is Structure of an academic paper + PEEL paragraph. Read the short input and mark the most useful academic expressions.”
• Tutor: “Write one focused paragraph. I’ll respond first to structure, then language.”
• Tutor: “State your position, support it, and respond to one counterargument.”
• Tutor: “Give your short talk now. Then we’ll choose one revision priority and confirm the homework.”

Target expressions

• The introduction presents the research question and why it matters.
• The body develops the argument in a logical order.
• The conclusion answers the research question and notes limitations.
• Point: ___. Evidence: ___. Explanation: This shows that ___. Link: Therefore, ___.
• First, ... Furthermore, ... In contrast, ... Consequently, ...
• The bibliography lists all the sources cited in the essay.

Activities

• Input: annotate a model essay outline (intro, body sections, conclusion, references).
• Writing: PEEL paragraph on a topic in Chinese-language education; Essay Clinic feedback.
• Discussion: 'How is academic writing different from everyday writing?'
• Talk (2 min): explain PEEL to a student.

Materials

• Model outline
• PEEL template
• ICAN 약점강화 미래쓰기 (PEEL stage)

Homework

Choose a Mini-EE topic (600 words, her own interest, e.g., Chinese-language learning or Chinese culture); write a draft research question.

Objectives

• Judge whether a research question is focused, arguable, and researchable.
• Coach a student to narrow a question.

Teacher script

• Tutor: “What is one EE or teaching question on your mind today?”
• Tutor: “Our focus is Research questions. Read the short input and mark the most useful academic expressions.”
• Tutor: “Write one focused paragraph. I’ll respond first to structure, then language.”
• Tutor: “State your position, support it, and respond to one counterargument.”
• Tutor: “Give your short talk now. Then we’ll choose one revision priority and confirm the homework.”

Target expressions

• This question is too broad. Let's narrow it down.
• Is this question arguable? Could someone disagree?
• Will you be able to find enough sources?
• To what extent does ___ influence ___?
• How does the writer use ___ to present ___?
• What exactly is the focus of your investigation?
• Could you make your question more specific?

Activities

• Input: tutor gives 5 weak RQs (including language-acquisition examples); teacher improves each.
• Writing: refine her own Mini-EE research question + 3-sentence rationale.
• Discussion: 'Should students choose topics freely or from a teacher's list?'
• Talk (2 min): 'What makes a good research question?'

Materials

• Weak-RQ list
• Teacher's draft RQ

Homework

Find 3 sources for the Mini-EE; write one sentence summarizing each.

Objectives

• Use hedging language to avoid overclaiming.
• Keep an academic tone in writing and speech.

Teacher script

• Tutor: “What is one EE or teaching question on your mind today?”
• Tutor: “Our focus is Hedging & academic tone. Read the short input and mark the most useful academic expressions.”
• Tutor: “Write one focused paragraph. I’ll respond first to structure, then language.”
• Tutor: “State your position, support it, and respond to one counterargument.”
• Tutor: “Give your short talk now. Then we’ll choose one revision priority and confirm the homework.”

Target expressions

• The results suggest that ___.
• This may be due to ___.
• It could be argued that ___.
• There appears to be a relationship between ___ and ___.
• To some extent, ___.
• This is likely to ___.
• The evidence indicates that ___, although ___.
• It is not yet clear whether ___.

Activities

• Input: rewrite 6 overclaiming sentences ('This proves...' → 'This suggests...').
• Writing: a hedged paragraph using one of her sources.
• Discussion using hedges: 'Will AI change how students learn languages?'
• Talk (2 min) with at least 4 hedges.

Materials

• Overclaiming sentence set
• Hedging phrase card

Homework

Write the Mini-EE introduction (about 120 words).

Objectives

• Paraphrase and summarize without copying.
• Cite sources consistently; explain academic integrity to students.

Teacher script

• Tutor: “What is one EE or teaching question on your mind today?”
• Tutor: “Our focus is Paraphrasing, citation & academic integrity. Read the short input and mark the most useful academic expressions.”
• Tutor: “Write one focused paragraph. I’ll respond first to structure, then language.”
• Tutor: “State your position, support it, and respond to one counterargument.”
• Tutor: “Give your short talk now. Then we’ll choose one revision priority and confirm the homework.”

Target expressions

• According to Lee (2021), ___.
• As ___ argues, ___.
• In other words, ___.
• The author claims that ___.
• Direct quotations must be in quotation marks and cited.
• Every source cited in the text must appear in the bibliography.
• Choose one citation style and use it consistently.
• If you use an AI tool, you must acknowledge how you used it.

Activities

• Input: compare a good paraphrase and a 'patchwriting' example.
• Writing: paraphrase 3 short passages (change structure and words, keep meaning, add citation).
• Discussion: 'Where is the line between help and collusion?'
• Talk (2 min): explain the school's citation expectations to DP students.

Materials

• 3 short source passages
• Citation examples in one style (e.g., APA or MLA)
• School's academic integrity policy (if available)

Homework

Write the Mini-EE body paragraphs (about 350 words) with citations.

Objectives

• Read sample EE excerpts and examiner comments.
• Use assessment language (criteria, best-fit, descriptor).

Teacher script

• Tutor: “What is one EE or teaching question on your mind today?”
• Tutor: “Our focus is Sample EE & examiner comments. Read the short input and mark the most useful academic expressions.”
• Tutor: “Write one focused paragraph. I’ll respond first to structure, then language.”
• Tutor: “State your position, support it, and respond to one counterargument.”
• Tutor: “Give your short talk now. Then we’ll choose one revision priority and confirm the homework.”

Target expressions

• The examiner notes that the research question is clearly focused.
• The argument is well supported, but the analysis is sometimes descriptive.
• This essay meets the criterion at a high level because ___.
• One area for improvement is ___.
• Using a best-fit approach, I would place this in ___.
• The essay would benefit from ___.

Activities

• Input: read a sample EE excerpt and its examiner comments (from official IB materials provided by the school).
• Writing: a 120-word evaluative comment on the excerpt.
• Discussion: 'What separates a good essay from an excellent one?'
• Talk (2 min): summarize the examiner's main feedback.

Materials

• Sample EE + examiner comments (school provides; current guide)
• Assessment criteria from the current EE guide

Homework

Write the Mini-EE conclusion and bibliography; send full draft (about 600 words) before Session 8.

Objectives

• Revise the Mini-EE with Essay Clinic feedback.
• Practice supervisor questions for a reflection session.

Teacher script

• Tutor: “What is one EE or teaching question on your mind today?”
• Tutor: “Our focus is Mini-EE Essay Clinic + supervision language. Read the short input and mark the most useful academic expressions.”
• Tutor: “Write one focused paragraph. I’ll respond first to structure, then language.”
• Tutor: “State your position, support it, and respond to one counterargument.”
• Tutor: “Give your short talk now. Then we’ll choose one revision priority and confirm the homework.”

Target expressions

• Let's talk about how your research is going.
• What have you found so far?
• What challenges have you faced?
• Your argument would be stronger if ___.
• Have you considered any counterarguments?
• As the guide explains, I can comment on one complete draft.
• Please write your reflection after this session.

Activities

• Essay Clinic: 3 priority fixes (structure, hedging, citation).
• Role-play: tutor is a student at an interim reflection session who is behind schedule and unsure of the argument.

Materials

• Mini-EE draft
• Current EE guide sections on the supervisor's role and reflection (school provides)

Homework

Final Mini-EE; prepare a 3-min EE information talk (One-Slide) for students and parents.

Objectives

• Deliver a 3-minute EE information talk with Q&A.
• Hold a 15-minute structured academic discussion.

Teacher script

• Tutor: “What is one EE or teaching question on your mind today?”
• Tutor: “Our focus is Performance task 1: EE information talk + academic discussion. Read the short input and mark the most useful academic expressions.”
• Tutor: “Write one focused paragraph. I’ll respond first to structure, then language.”
• Tutor: “State your position, support it, and respond to one counterargument.”
• Tutor: “Give your short talk now. Then we’ll choose one revision priority and confirm the homework.”

Target expressions

• Welcome to the Extended Essay information session.
• Here is our school's EE timeline.
• Your supervisor will guide you, but the work must be your own.
• You will have reflection sessions with your supervisor.
• Let me answer a few common questions.
• From my perspective, ___.
• I'd like to challenge that idea.
• Let's find some common ground.

Activities

• Talk to 'students and parents' (tutor asks 2 parent-style questions).
• Discussion: 'Should DP students be allowed to use AI tools in EE research?' Teacher must state a position, respond to counterarguments, and summarize.

Materials

• One slide
• Recording tool
• Discussion topic card

Homework

Read Passage B ×3 (record); review supervision phrases.

Objectives

• Run a 15-minute supervision role-play in English.
• Re-measure read-aloud; compare writing before/after.

Teacher script

• Tutor: “What is one EE or teaching question on your mind today?”
• Tutor: “Our focus is Performance task 2: EE supervision role-play + re-measure. Read the short input and mark the most useful academic expressions.”
• Tutor: “Write one focused paragraph. I’ll respond first to structure, then language.”
• Tutor: “State your position, support it, and respond to one counterargument.”
• Tutor: “Give your short talk now. Then we’ll choose one revision priority and confirm the homework.”

Target expressions

• Tell me about your topic.
• What draws you to this topic?
• How might you narrow this down?
• What sources have you found so far?
• Remember to cite every source, including AI tools.
• Let's agree on your next steps.

Activities

• Scenario (tutor = a student): wants to write about 'Chinese culture' (too broad) and has used an AI tool to summarize sources without noting it. Teacher must: build rapport → narrow the RQ → ask about sources → explain academic integrity → agree next steps.
• Compare Session 1 diagnostic writing with the final Mini-EE (structure, cohesion, error count).

Materials

• Passage B + Recording Sheet
• Common rubric
• Session 1 writing & final Mini-EE

Homework

(End of module) Optional Module 2: full academic paper or EE supervisor training.