TOK Journal task
Description of task ● Students should write two journal extracts, each numbering 300-400 words.
● These should describe concisely and clearly a real-life situation (RLS) that has interested them, and that is as recent
and as original as possible.
● They should try to use the language of TOK as much as possible, identifying areas of knowledge that are related to
their RLSs.
● They should identify a relevant second-order knowledge question (KQ) from the RLS. Remember, second-order KQs
ask how we know about the world, rather than what we know about the world.
● The KQ should be discussed in terms of a) how it is significant or important in how we gather knowledge; b) how by
viewing it through different perspectives (culture, religion, historical perspective, gender, etc.), we might gain a
different understanding and interpretation.
Level 5
Excellent
Level 4
Good
Level 3
Satisfactory
Level 2
Basic
Level 1
Elementary
Level 0
Irrelevant
TOK grade
9-10
7-8
5-6
1. Quality of RLSs
RLSs are compelling, original, and
prompt questions about knowledge.
RLSs are interesting, and lead
on naturally to questions about
knowledge.
2. Description of
the RLSs
RLSs are described clearly and
concisely.
3. Links to TOK
3-4
1-2
0
The RLSs are OK, and lead on The RLSs are obvious and
to questions knowledge with
common, and do not lead
some effort.
onto any questions.
The RLSs are
hypothetical or made-up.
Failed to reach level 1.
RLSs are described clearly.
RLSs are understandable, but
language may be imprecise or
overly brief.
The RLSs are hard to
understand, as the
descriptions are unclear.
The descriptions are
vague and unhelpful.
Convincing links are made to AOKs
for both RLSs.
Clear links are made to AOKs
for both RLSs.
Links are made to AOKs but
in one of the entries, this may
be unclear.
Links to AOKs/WOKs are
unconvincing.
No links are made to
AOKs/WOKs.
4. Knowledge
questions
The student has asked second-order
knowledge questions about both
RLSs that are relevant and clear.
The student has asked secondorder knowledge questions
about the RLSs that are mostly
relevant and clear.
The student has asked second- The student has asked firstorder knowledge questions
order knowledge questions
about the RLSs, but these may about the RLSs.
not be fully relevant or clear.
No questions about
knowledge are asked.
5. Significance
The significance of the KQs and
The significance of the KQs
RLSs are explained, in terms of how and RLSs is mentioned, in
we gather knowledge.
terms of how we gather
knowledge.
Significance is mentioned, but
not in terms of how we gather
knowledge.
Mention of significance is
unclear, and not linked to
how we gather knowledge.
There is no mention of
significance.
6. Perspectives
There is a compelling discussion of
how different perspectives can
change the way we understand the
KQs/ RLSs.
There is a coherent discussion
of different perspectives.
Perspectives are mentioned.
Perspectives are mentioned,
but very superficially.
No consideration of
perspectives is offered.
Qualities of the
work
Individual
Compelling
Insightful
Sophisticated
Lucid
Credible
Analytical
Organised
Pertinent
Coherent
Relevant
Adequate
Acceptable
Predictable
Underdeveloped
Basic
Superficial
Derivative
Ineffective
Descriptive
Incoherent
Formless