R.Bruford 2009
Prince Alfred College
IB Theory of Knowledge Essay Writing Guide
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What is the Essay? Each student must submit for external assessment an essay on any one of the ten titles prescribed by the IBO for each examination session. The titles for the November 2009 session are included in this booklet. The titles ask generic questions about knowledge and are cross-disciplinary in nature. They may be answered with reference to any part or parts of the TOK course, to specific disciplines, or with reference to opinions gained about knowledge both inside and outside the classroom. The titles are not meant to be treated only in the abstract, or on the basis of external authorities. In all cases, essays should express the conclusions reached by students through a sustained consideration of knowledge issues; claims and counterclaims should be formulated and main ideas should be illustrated with varied and effective examples that show the approach consciously taken by the student. Essays should demonstrate the student s ability to link l ink knowledge issues to areas of knowledge and ways of knowing. ʼ
The chosen title must be used exactly as given; it must not be altered in any way. Students Students who modify the titles may gain very few or no points, since the knowledge issues that essays treat must be relevant to the titles in their prescribed formulation. formulation. The essay must be well presented, clearly legible, and, where appropriate, include references and a bibliography.
Acknowledgments and references Students are expected to acknowledge fully and in detail the work, thoughts or ideas of another person if incorporated in work submitted for assessment, and to ensure that their own work is never given to another student, either in the form of hard copy or by electronic means, knowing that it might be submitted for assessment as the work of that other student. Factual claims that may be considered common knowledge (for example, “The second world war ended in 1945”) 1945” ) do not need to be referenced. However, Howeve r, what one person thinks thi nks of as common knowledge, within a particular culture, may be unfamiliar to someone else, for example, an assessor in a different part of the world. If in doubt, give an authoritative source for the claim. Even the most carefully argued case is weak if its foundations are not secure. The principle behind referencing in TOK is that it should allow the source to be traced. The simplest way to achieve this is to use consistently an accepted form of referencing. A particular difficulty arises in the context of class notes or discussion. Reference to factual claims or ideas originating from these sources should be as precise as possible (for example, giving the name of the speaker and the date of the discussion). In cases where factual claims are fundamental to the argument of an essay, high academic standards demand that such claims should always be checked and a proper, traceable source supplied. Page 2 of 24
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Bibliography The TOK essay is not a research paper but, if specific sources are used, they must be acknowledged in a bibliography. The bibliography should include only those works (such as books, journals, magazines and online sources) consulted by the student. As appropriate, the bibliography should specify: •
Auth Au thor or(s (s), ), titl title, e, da date te an and d pla place ce of pu publ blic icat atio ion n
•
The name of the publisher or URL (http://….)
•
The date when the web page was accessed, adhering to one standard method of listing sources.
A guide for writing a bibliography has been provided in this booklet.
Essay length The essay on the prescribed title must be between 1,200 and 1,600 words in length. Extended notes or appendices are not appropriate to a TOK essay and may not be read. The word count includes: •
The main part of the essay
•
Any quotations.
The word count does not include: •
Any acknowledgments
•
The refere reference nces s (whe (whethe therr give given n in foo footno tnotes tes or end endnot notes) es)any any ma maps, ps, charts charts,, d diag iagra rams, ms, annotated illustrations and tables
•
The bibliography.
Students are required to indicate the number of words on the essay cover sheet
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Authenticity Essays must be the student s own work. If there is doubt, authenticity should be checked by a discussion with the student about the content of the essay submitted and a scrutiny of one or more of the following: ʼ
•
The student s initial proposal and outline
•
The first draft of the essay
•
The student s references and bibliography for the essay, where appropriate
•
The The styl style e of of the the writi writing ng,, whi which ch ma may y rev revea eall obvi obviou ous s disc discre repa panc ncie ies. s.
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Students will be required to sign a written declaration when submitting the essay, to confirm that it is their own work
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Theory of knowledge prescribed titles November 2009 and May 2010 Instructions to candidates Your theory of knowledge essay for examination must be submitted to your teacher for authentication. It must be written on one of the ten titles (questions) provided. You may choose any title, but are recommended to consult with your teacher. Your essay will be marked according to the Theory of Knowledge essay assessment criteria included in this booklet. Remember to centre your essay on knowledge issues and, where appropriate, refer to other parts of your IB programme and to your experiences as a knower. Always justify your statements and provide relevant examples to illustrate your arguments. Pay attention to the implications of your arguments, and remember to consider what can be said against them. If you use external sources, cite them according to a recognized convention. Note that statements in quotations in these titles are not necessarily authentic: they present a real point of view but may not have been spoken or written by an actual person. It is appropriate to analyse them but it is unnecessary, even unwise, to spend time on researching a context for them. Examiners mark essays against the title as set. Respond to the title exactly as given; do not alter it in any way. Your essay must be between 1200 and 1600 words in length.
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Theory of knowledge prescribed titles November 2009 and May 2010 Choose one title from the list below: -
1. T To o what extent is truth different in mathematics, the arts and ethics? 2. Examine the ways empirical evidence should be used to make progress in different areas of knowledge. 3. Discuss the strengths and limitations of quantitative and qualitative data in supporting knowledge claims in the human sciences and at least one other area of knowledge. 4. How can the different ways of knowing help us to t o distinguish between something that is true and something that is believed to be true? 5. “What separates science from all other human activities is its belief in the provisional nature of all conclusions” (Michael Shermer, www.edge.org www.edge.org). ). Critically evaluate this way of distinguishing the sciences from other areas of knowledge? 6. All knowledge claims should be open to rational criticism. On what grounds and to what extent would you agree with this assertion? 7. “We see and understand things not as they are but as we are.” Discuss this claim in relation to at least two ways of knowing. 8. “People need to believe that order can be glimpsed in the chaos of events" (adapted from John Gray, Heresies, 2004). In what ways and to what extent would you say this claim is relevant in at least two areas of knowledge? 9. Discuss the claim that some areas of knowledge are discovered and others are invented. 10. What similarities and differences are there between historical and scientific explanations?
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Essay Assessment Criteria Criterion A: Understanding Knowledge Issues This criterion is concerned with the extent to which the essay focuses on knowledge issues relevant to the prescribed title, and with the depth and breadth of the understanding demonstrated in the essay. essay. A relevant knowledge issue is one that directly relates to the prescribed title undertaken, or one that the essay has shown is important in relation to it.
Depth of understanding is often indicated by drawing distinctions within ways of knowing and areas of knowledge, or by connecting several facets of knowledge issues to these. indicated by making making comparisons comparisons between ways of knowing Breadth of understanding is often indicated and areas of knowledge. Since not all prescribed titles lend themselves to an extensive treatment of an equal range of areas of knowledge or ways of knowing, this element in the descriptors should be applied with concern for the particularity of the title. •
Does Does the the es essa say y demo demons nstr trate ate und unders erstan tandi ding ng of of know knowled ledge ge iss issues ues that that are are rele releva vant nt to to the the prescribed title?
•
Does Does the the es essa say y demo demons nstr trat ate e an awar awarene eness ss of of the the conn connect ectio ions ns betw between een knowl knowled edge ge iss issues ues,, areas of knowledge and ways of knowing? Achievement level 0
Descriptor Level 1 is not achieved.
1 -2
The The e ess ssay ay incl includ udes es very very litt little le trea treatm tmen entt of of kno knowl wled edge ge issu issues es that that are are rel relev evan antt to to the the prescribed title and demonstrates little understanding of them. If present, areas of knowledge and/or ways of knowing are merely mentioned.
3-4
The The e ess ssay ay inclu nclude des s som some e tre treat atm ment ent of of kno knowl wled edge ge issu issues es that that are are rel relev evan antt to to the the prescribed title and demonstrates a rudimentary understanding of them. Some links to areas of knowledge and/or ways of knowing have been attempted but they are largely ineffective.
5-6
For the the mos mostt par part the the ess essay tre treats kno knowledg edge is issues th that ar are rel relevant to th the prescribed title, and demonstrates some understanding of them. Some effective links are drawn between areas of knowledge and/or ways of knowing.
7 -8
The The e ess ssay ay cons consis iste tent ntly ly maint aintai ains ns as its its foc focus us know knowle ledg dge e iss issue ues s tha thatt are are rel relevan evantt to to the prescribed title. Effective links and some comparisons between areas of knowledge and/or ways of knowing are drawn, so that the essay demonstrates a good understanding of the knowledge issues under consideration.
9 - 10
The The ess essay ay cons consis iste tent ntly ly ma main inta tain ins s as its its foc focus us know knowle ledg dge e iss issue ues s that that are are rel relev evan antt to to the prescribed title. Effective links and comparisons between areas of knowledge and/or ways of knowing are elaborated, so that the essay demonstrates a sophisticated understanding of the knowledge issues under consideration.
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Essay Assessment Criteria Criterion B: Knower s Perspective ʼ
To what extent have the knowledge issues relevant to the prescribed title been connected to the student s own experience as a learner? ʼ
•
Does Does the the stud student ent show show an an awar awarene eness ss of of his his or her own pers perspec pecti tive ve as as a know knower er in in relat relatio ion n to other perspectives, such as those that may arise, for example, from academic and philosophical traditions, culture or position in society (gender, age, and so on)?
•
Do the the exa examp mples les chos chosen en sho show w an indi indivi vidu dual al appr approac oach h cons consci cious ously ly tak taken en by by the the stude student, nt, rather than mere repetition of standard commonplace cases or the impersonal recounting of sources? Achievement level 0
Descriptor Level 1 is not achieved.
1-2
The es essay sh shows no no ev evidence nce of of in indepen pendent th thinking ab about th the kn knowledge is issues related to the prescribed title. There is limited personal engagement with the knowledge issues and no attempt to acknowledge or explore different perspectives. There are no appropriate examples.
3-4
The The e ess ssay ay show hows ver very y lit littl tle e evi evide denc nce e of of ind indep epen ende dent nt thin thinki king ng abou aboutt the the know knowle ledg dge e issues related to the prescribed title. There is some personal engagement with the knowledge issues. Different perspectives may be mentioned but there is no attempt to explore them. Examples chosen are sometimes appropriate.
5-6
The ess essay sh shows som some e ev evidence of in independen dent th thinking abo about th the kno knowledge issues related to the prescribed title. The student has shaped the essay in a way that shows personal engagement with the knowledge issues. There is an awareness that different perspectives may exist, although there may be little attempt to explore these. Examples chosen are appropriate, although there may be little variety in their sources.
7-8
The ess essay sh shows ad adequate ev evidence of of ind inde ependent ent th thinking abo abou ut th the kn knowl owledge issues related to the prescribed title. The student has shaped the essay in a way that shows thoughtful, personal engagement with the knowledge issues and some self-awareness as a knower. There is an acknowledgment of different perspectives and some attempt to explore these. Examples chosen are effective, with some variety.
9 - 10
The The e ess ssay ay show shows s muc much h e evi vide denc nce e o off ind indep epen ende dent nt thin thinki king ng abou aboutt the the know knowle ledg dge e issues related to the prescribed title. The student has shaped the essay in a way that shows both a personal, reflective exploration of the knowledge issues and significant self-awareness as a knower. There is serious consideration of different perspectives. Examples chosen are varied and effectively used.
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Essay Assessment Criteria Criterion C: Quality of Analysis of Knowledge Issues •
What Wh at is the the qua quali lity ty of the the inq inqui uiry ry into into know knowle ledg dge e iss issue ues? s?
•
Are Are the ma main in poi points nts in the the ess essay ay jus justi tifie fied? d? Are Are the the argum argumen ents ts cohe cohere rent nt and and com compe pelli lling? ng?
•
Have ave c co ounte nterclaims b be een c co onsidered?
•
Are Are the the imp impli lica cati tion ons s and and und under erly lyin ing g assu assump mpti tion ons s of of the the essa essay y s argument identified? ʼ
This criterion is concerned only with knowledge issues that are relevant to the prescribed title. Analysis of knowledge issues that are not relevant to the prescribed title is not assessed. Achievement level 0
Descriptor Level 1 is not achieved.
1-2
There is is no no in inquiry in into kn knowledg edge is issues, on only de descript riptiion. on. Th There ar are ve very few attempts at justifying the main points of the essay. There is very little evidence of any awareness of counterclaims.
3-4
The in inquiry uiry partly ex explo plores res, bu but lar larg gely de describes, kn knowl owledge issues. Th There is is some justification of main points and some coherent argument. Counterclaims are implicitly identified.
5-6
The inq inquiry exp explores kno knowledge iss issues. Mos Most poi points are are jus justified; mos most arguments are coherent. Some counterclaims are considered.
7-8
The in inquiry explores wi with so some in insight, in in so some dep deptth an and/o d/or d de etai tail, kn knowl owledge issues. All, or nearly all, main points are justified and arguments are coherent. Counterclaims are explored. Implications of the essay s argument are identified. ʼ
9 - 10
The The inq inqui uiry ry expl explor ores es with ith a high high degr degree ee of insi insigh ght, t, in cons consid ider erab able le dept depth h and and/o /orr detail, knowledge issues. All main points are justified and arguments are coherent and compelling. Counterclaims are explored and evaluated. Implications and underlying assumptions of the essay s argument are identified. ʼ
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Essay Assessment Criteria Criterion D: Organization of Ideas •
Is the the ess essay ay well well organ organiz ized ed and and rrel elev evan antt to to the the pres prescri cribed bed titl title? e?
•
Does Does the the use use of languag language e assis assistt the the reader reader's 's und underst erstand anding ing and avoid avoid confu confusio sion? n? Are central central terms terms explained or developed clearly in a way that assists comprehension? Note: This task is not a test of “first language” linguistic skills. No account should be taken of minor errors unless they significantly impede communication.
•
When When factu factual al info informa rmatio tion n is used or p pres resente ented, d, is is itit accur accurate ate and, when when neces necessar sary y, refer reference enced? d? “Factual information” includes generalizations.
•
If sour source ces s have have been been use used, d, have have they they bee been n prope properl rly y refer referen enced ced in in a way way that that allo allows ws the them m to be be trac traced ed (Internet references must include the date on which they were accessed)?
Note: Not all essays require sources or references. An essay that fails to meet the word limit of 1,200–1,600 words will not score above level 4 on this criterion. An essay that has no relevance to the prescribed title will score 0 on this criterion. Achievement level 0
Descriptor
Level 1 is not achieved.
1 -2
The The essa essay yo on n the the pre presc scri ribe bed d titl title e is is ver very yp poo oorl rly y str struct uctur ured ed,, wit with h lit littl tle e ove overa rall ll orga organi nizat zatio ion. n. It is difficult to understand what the writer intends. Factual information used to support arguments may contain significant inaccuracies. Sources of information and ideas may not be acknowledged and there is no attempt at referencing.
3-4
The The essa essay y on on the the pre presc scri ribed bed titl title e is is poo poorl rly y stru struct ctur ured ed,, wit with h lim limit ited ed ove overa rall ll organ organiz izat atio ion. n. It is sometimes difficult to understand what the writer intends. There may be some attempt to explain or explore the meaning of terms but this contributes little to conceptual clarity. Factual information used to support arguments is not always reliable (there may be minor inaccuracies; sources of more important information may be missing or unreliable). Some sources of information and ideas are acknowledged; there is some attempt at referencing but it is not complete, nor sufficiently precise to permit tracing of sources.
5 -6
The The essa essay y on the the pres prescr crib ibed ed tit title le is is sati satisf sfac acto tori rily ly str struc uctu ture red, d, wit with h adeq adequa uate te ove overa rall ll organization. In general, concepts are used clearly: if concepts are explained, explanations are generally adequate. Factual information used to support arguments is mostly correct. Most sources of information and ideas are acknowledged; most referencing permits tracing of sources, although some precision may be lacking. The word limit has been met.
7-8
The The essa essay y on on the the pre presc scri ribed bed titl title e is is wel welll str struc uctu tured red,, wit with h a cle clear ar ove overal ralll orga organi niza zati tion on.. Concepts are used or developed clearly: some explanations are included, where appropriate. Factual information used to support arguments is correct. Sources of information and ideas are acknowledged; most referencing permits tracing of sources. The word limit has been met.
9 - 10
The The essa essay y on tthe he pre presc scri ribe bed d titl title e is ver very y well well stru struct ctur ured, ed, with with an an effe effect ctiv ive e overa overall ll organization. Concepts are used clearly and, where appropriate, refined by helpful explanations. Factual information used to support arguments is correct. Sources of information and ideas are acknowledged; all referencing permits tracing of sources. The word limit has been met. Page 10 of 24
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About ToK Writing ToK writing is unlike normal essay writing in a few key areas. To achieve a good mark in a ToK essay, essa y, you must explicitly demonstrate the specific ToK skills listed in the marking criteria. If you don t, your essay won t get the marks you think it deserves. ToK essay writing involves careful planning and takes time. Use the following guidelines to help you write effectively in ToK. ʼ
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The 8 Stages of ToK Essay Writing
1.Picking a topic 2.Identifying knowledge claims 3.Identifying knowledge issues 4.Developing analysis 5.Choosing appropriate examples 6.Applying appropriate structure 7.Writing the essay 8.Refining and reflection
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Before You Start As mentioned TOK essays are unique essays in a number of ways. ToK essays are: •
Written from the perspective of the knower (this means you!!) i.e. “I think...”, “In my opinion...”, “I believe...” etc
•
Not like English or History essays
•
Reliant on analysis (not description)
•
Are personal and cross-cultural
Avoid this:
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1 - Picking a Topic You must pick from one of the prescribed titles, see page 6 In picking your title, it is essential that you can: •
Unde Unders rsta tand nd the the top topic ic - what what do does es it me mean an in a TOK TOK con conte text xt? ?
•
Iden Identi tify fy know knowle ledg dge e cla claim ims sa ass ssoc ocia iate ted d wit with h the the topi topic c
•
Ide den ntif tify app appro ropr pria iate te kno now wledg ledge e iiss ssue ues s
•
Generate appropriate analysis
•
Find Find ap appr prop opri riat ate e exa examp mple les s to to s sup uppo port rt your your an anal alys ysis is
If do cannot do any of the above, above, you should re-choose your title.
Do not pick a topic just because you think that it is the easiest!! Often the titles that appear easy are the hardest to be treated adequately within the word limit!
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2 - What are knowledge claims? Knowledge claims are something that we think that we know, ie: believe to be true want to evaluate to determine the level of validity
The aim of TOK is to ask the question:
How do we know what we know? We can often justify knowledge claims in the following ways:
intuition perception evidence reasoning
memory authority group concensus devine revelation common wisdom education
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3 - Knowledge issues
“knowledge issues are questions that directly refer to our understanding of the world, ourselves and others in connection with the aquisition, search for, production, shaping and acceptance of knowledge” (TOK Guide Page 9) But what does this mean? •
Knowle Know ledg dge e issu issues es are are the the aim aims s and and obje object ctiv ives es of of the the cour course se dem demon onst stra rate ted d in a practical way.
•
They They are are not not nec neces essa sari rily ly neg negat ativ ive e aspe aspect cts s of the the inf infor orma matio tion n in q que uest stio ion n
•
They They are are usu usual ally ly fram framed ed as qu ques esti tion ons sb but ut can can be be sta state teme ment nts s
•
They They are are based based on the knowle knowledge dge claims claims and are are used used to gen gener erate ate ana analys lysis is and implications.
Knowledge Issue • •
What ToK students are expected to be able to do
What ar are tth he as assumptions in in th the knowledge claim? What do does th this cl claim mean iiff we we ap apply it to other areas?
Critically analyse knowledge claims, their underlying assumptions and their implications.
• • •
Who is making the claim? What do they hope to achieve? What ar are th the dif diffferent po point ints of of vi view involved in making these claims?
•
Can we compare & contrast our knowledge claims with others? How va valid would ou our co comparisons be be?
Draw links & make effective comparisons comparisons between different approaches to knowledge issues
Asking questio tions about kn knowledge claims. What is it we think we know? What can we do with the claim to judge it s validity?
Generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions
• • • •
Demonstrate an understanding of different perspectives on knowledge issues.
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In other words you should be able to pick out the following issues with knowledge claims: •
Limitations
•
Assumptions
•
Bias
•
Context
•
Alte Altern rnat ativ ive e cult cultur ural al & ling lingui uist stic ic pe pers rspe pect ctiv ives es
•
Problems wi with jju usti stification or or p prroof
•
Different definitions
•
Problems of logic
•
Alternative sides to an issue
•
Differences in in pe perception
•
Relational questions
•
Philosophies or theories
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4 - Developing analysis Analysis is what you do with your knowledge issues throughout your essay. This includes: •
Effec Effectiv tively ely using using the knowle knowledge dge issues issues identi identified fied in the essay essay and identi identifyi fying ng any assumptions
•
Justifying the main points
•
Considering counter-claims
•
Generating va valid im implications
What are implications? During the essay you will draw conclusions from your analysis of the title. Implications involve applying a conclusion to another area of knowledge: “what if we apply our conclusion to another area of knowledge? Does the conclusion still hold true”
Evaluated implications are investigating the implications & asking questions such as: •
Is the result still valid?
•
How justified are our conclus lusions?
•
Is itit poss possib ible le to to make make the the sam same e conc conclu lusi sion on ifif we ap appl ply y this this to to anot anothe herr area area? ?
Things to avoid in your analysis: •
Making as assumptions & as assertions eg eg: Some people say that... Experts say that.....
•
Unre Unrefe fere renc nced ed cla claim ims s (any (anyth thin ing g othe otherr than than com commo mon n know knowle ledg dge e or per perso sona nall experience)
•
Maki Ma king ng toke token n cros cross s cultu ulturral exam examp ples les
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5 - Examples Examples are the key to a well written essay. essay. Because you have a limited word count, examples need to be: •
Indi Indivi vidu dual al / un uniq ique ue (no (no mor more e Mon Mona a Lisa Lisa or The The Las Lastt Sup Suppe per) r)
•
Able Ab le to ser serve ve mu mult ltip iple le pu purp rpos oses es ie coun counte terr - clai claim, m, impl implic icat atio ion n
•
Pers Pe rson onal al & cros cross s - cult cultur ura al (no (nott tok token en))
The criteria for evaluating your ToK paper set by the IBO, calls for using numerous specific examples, “drawn from a variety of sources” making sure to incorporate your own experience. The criteria also ask that you use a “high degree of cultural diversity”; therefore, when writing about ways and areas of knowing, make sure you include not only your own experience but also examples from outside your immediate culture. America, Australia, England all represent a western view. Show us math, history, art, literature, and science from other world perspectives as well. Read newspapers from other countries to obtain a foreign slant on breaking headlines. As International Baccalaureate students you are to think globally. Often when a student does take care to use international examples, they are frequently all negative while their own habits and customs are contrasted as somehow liberated or more informed.
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6 - Appropriate structure TOK essays must be structured tightly given the limited number of words. You You must still have an:
Introduction
Body Paragraphs (Each based around a key point)
Conclusion
Paragraph structure Introduction •
Definitio tions (not dic dicttion ionary only) ly)
•
Sets the Sets the par param amet eter ers s of of the the ess essay ay (wha (whatt y you ou will will cove coverr / won won t cover/ in what context)
•
Clea Clearl rly y sets sets o out ut the the mai main n know knowle ledg dge e issu issues es for for the the issu issues es
•
Identifies conclusion
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Body paragraphs
Option 1
Option 2
• Knowledge issue / claim
• Knowledge Knowledge issues issues identified identified in introduction
• Counter - claim
• Analysis & discussion
• Each paragraph paragraph does 1 aspect i.e: knowledge claims / issues, counter-claims, examples, analysis & implications
• Implications
• Conclu Conclusio sion n
• Example
• Conclusion
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7 - Writing the essay
Planning is the key! Proportion of time spent in the various stages of ToK essay writing
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You cannot start your essay the night before and expect a quality result 1200 words of quality is better than 1600 words of rubbish You must plan with the marking criteria & skills in mind Planning with Mind Maps
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8 - Refining & reflection •
Plan Plan the the ess essay ay well well in ad adva vanc nce e (pr (prep epar are e a plan planni ning ng do docu cume ment nt))
•
At leas leastt 1 wee week k bef befor ore e due due,, wri write te the the ess essay ay an and d lea leave ve it for for a few few da days ys
•
Read Read aga again in with with a clea clearr head head and and exp expla lain in the the ess essay ay to to some someon one e else else.. Can Can they they clearly understand the knowledge issues involved?
Last tips •
Just Just becau because se the the inst instruc ructio tions ns to to the the candi candidat date e allow allow for a mini minimu mum m 1200 1200 word word pa paper per,, such skimpy papers rarely make the top grade. Though some students may be able to write so succinctly that their 1200 word paper is equal to or even greater than another 1600 word paper, such dense, quality-laden papers are few and far between.
•
Conten Contentt that that disp display lays s a dee deeper per ana analys lysis is while while exam examini ining ng counte countercl rclaim aims s in det detail ail takes takes time and space to develop.
•
Unre Unrefferen erence ced d es essays says will ill no not be be ac accep cepted ted
•
If you don t understand something....ask
•
Read wide idely & keep an example bank
•
Enjoy the process!!
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ToK Assessment Model The assessment model in Theory of Knowledge (ToK) comprises two components, both of which should be completed. Part 1 External assessment (40 points) - Essay on a prescribed title (1,200–1,600 words) Part 2 Internal assessment (20 points) - The Oral Presentation
For the last ToK Session Nov 2007 / May 2008 the following grade boundaries applied: Overall Grade Boundaries:
Grade
A
B
C
D
E
Mark Range
4 8 - 60
3 8 - 47
29 - 37
19 - 28
0 - 18
Essay Grade Boundaries:
Grade
A
B
C
D
E
Mark Range
3 0 - 40
22 - 29
17 - 22
11 - 16
0 - 10
Oral Presentation Grade Boundaries:
Grade
A
B
C
D
E
Mark Range
1 9 - 20
1 6 - 18
13 - 15
9 - 12
0-8
The band descriptors are as follows: follows: A = Work of an excellent standard B = Work of a good standard C = Work of a satisfactory standard D = Work of a mediocre standard E = Work of an elementary standard Page 23 of 24
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Those Three Important Points The matrix below illustrates how the ToK grade is combined with the Extended Essay grade to calculate the additional three points to make the Diploma Score out of 45. Often the opportunity to gain these additional points are lost by students who make only a token effort at their ToK presentation / essay and / or their Extended Essay. For example: Subject Score (six subjects only)
TER
Plus ToK / EE points
TER
24
71.40
2
78.75
28
84.80
2
89.30
32
93.00
3
95.30
36
96.00
3
99.35
40
99.80
3
99.95
ToK / Extended Essay Matrix:
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