IT’S EASY YOU JUST NEED TO FOCUS ON A FEW
THINGS
• a demonstrated understanding of the issue under discussion
• a demonstrated skill in analytical thinking in the form learned in the particular
subject
• a well organized and clearly written presentation of the ideas, with control of
overall argument
WHAT ARE THE KEY WORDS OF INSTRUCTION?
Assess? Evaluate?
You are supposed to consider the arguments both for and against it, taking into
account any ambiguities in interpreting it
“to what extent” or “in what way”
A statement is justified, then you are being asked the same thing, but in different
words.
MARKING CRITERIA – YOU NEED TO PLAY THE
RULES!
A. KNOWLEDGE ISSUE(S) (10 points)
Is/are the problems of knowledge implied by the prescribed title recognized and
understood, and prominently maintained throughout the essay?
The phrase “problems of knowledge” refers to possible uncertainties, biases in
approach to knowledge or limitations of knowledge, and the methods of
verification and justification appropriate to the different areas of knowledge.
for the top mark of 10: an excellent recognition and understanding of the problem(s)
of knowledge implied by the prescribed title; the development of ideas is
consistently relevant to the prescribed title in particular, and to ToK in general; it
is a balanced, purposeful enquiry,
and reflects the voice of the candidate.
B. QUALITY OF ANALYSIS (10 points)
Do the analysis, and the treatment of counter-claims, show critical reflection and
insight in addressing the problem(s) of knowledge?
for the top mark of 10: an excellent level of critical reflection and insight; the
discussion is detailed, and arguments are logically valid; the main points are
cogently justified and evaluate, and there is effective acknowledgement of their
implications; counter-claims are identified and thoroughly evaluated.
C. BREADTH AND LINKS (5 points)
Does the essay reflect an awareness of different Ways of Knowing and different Areas
of Knowledge, and of how they may be linked?
The terms “Ways of Knowing” and “Areas of Knowledge” refer to the elements of the
ToK diagram. This is not to discourage reference to elements which do not
feature on the diagram and which may be equally relevant and appropriate.
The word ”across” here denotes links and comparisons across elements in the same
radial section of the diagram. The word “between” here denotes links and
comparisons between elements in different radial sections of the diagram.
for the top mark of 5: an excellent level of awareness of different Ways of Knowing
and different Areas of Knowledge; effective links and comparisons are drawn
across and between them
D. STRUCTURE, CLARITY, AND LOGICAL COHERENCE (5 pts)
Is the essay structured, clear and logically coherent?
If the essay is of fewer than 1200 words or exceeds 1600 words in length, zero will be
awarded for this criterion.
This criterion is not intended to assess linguistic skills. Rather, it is intended to
assess the extent to which the main ideas are clearly and coherently conveyed in
an appropriate structured form.
for the top mark of 5: excellently structured, with a concise introduction, and a clear,
logically coherent development of the argument leading to an effective
conclusion;
concepts and distinctions are succinctly defined and clarified.
E. EXAMPLES (5 points)
Is the essay well supported by appropriate examples drawn from a variety of sources?
for the top mark of 5: excellent (consistently appropriate and effective) examples,
drawn from a wide variety of sources, including the candidate’s own experience,
to illustrate succinctly the main points of the argument; the examples reflect a
high degree of cultural diversity
F. FACTUAL ACCURACY AND RELIABILITY (5 points)
Are the affirmations factually accurate and, if sources were used, were they reliable
and correctly cited?
Essays which require facts to support the argument, but omit to use them, will be
awarded zero.
for the top mark of 5: an excellent level of factual accuracy, and sources are reliable,
and are consistently and correctly cited, according to a recognized convention
WHAT WAYS OF KNOWING AND AREAS OF
KNOWLEDGE ARE RELEVANT? WHICH ONES
ARE THE BEST TO DISCUSS HERE?
Think broadly, drawing the comparisons and links between Ways and
Areas. Try drawing lines between parts of the ToK Diagram and
think of connections that your title suggests. Think about the
people who are doing the knowing, and about different cultural
views.
. Gather examples to illustrate your points from notes and texts from your other IB
courses, the newspaper, people you know, your own experience, or any other
sources relevant. Remember, though, that the ToK essay is not a research paper.
You will not find your response to the title in a book; books and other sources give
you only the raw material which you must shape into your own response.
MAKE IT PERSONAL IT HELPS
Me for an example:
Vocabulary’s effect on the rate of acquiring knowledge has always been an issue of
interest to me due to my life as the son of a diplomat constantly relocating and
acclimating to new cultures and vocabularies. Between India, Egypt, the United
Kingdom and the United States of America, my life is a cultural collage serving as
an amalgamation of endless attempts to familiarize myself with new languages
and dialects. I have come to believe that vocabulary does significantly affect our
knowledge, but our knowledge can also significantly affect our vocabulary. Hence
it would be quite biased to reach a conclusion on either end of the pendulum. In
essence, the prompt is yet another example of the “chicken vs egg” debate; a
question to which a unanimous answer is asymptotical.
Used personal pronouns
Examples from my life
THOUGH IT’S PERSONAL – IT’S NOT AN
INFORMAL WORK
•
Don’t use contractions
•
Formal language
•
Sophisticated vocabulary
EXAMPLES! EXAMPLES! EXAMPLES!
No stupid examples:
• “In my chemistry class…”
• Good and complex examples:
• Earlier this year, there was another case of social turmoil at the University of
California, Berkeley, referred to as the OccupyCal Movement. Videos surfaced
on the Internet showing Berkeley police violently beating student protesters
multiple times. A day later, the Chancellor’s emailed the general public saying,
“I have heard that the police nudged the protesters.” In this situation, the
Chancellor was not lying, because he was acknowledging the occurrence of
altercations between the students and the police. However, the utilization of
the word ‘nudged’ instead of the word ‘attacked’ or ‘unwarranted aggression’
paints a very different scene. Personally, I do not believe that the Chancellor
had another understanding of the events, yet he chose to use more elusive
vocabulary in order to lessen the general public’s anger or concern. Therefore,
the general public who only heard of the OccupyCal movement from the
Chancellor now had a less violent image than those who experienced it, all
due to the word ‘nudged’. The rationale for this example is to illustrate that our
understanding and our knowledge are contingent on the vocabulary utilized.
•
DON’T PHILOSOPHIZE!
•
Try to convey to the reader your point – Don’t just use vague ideas
•
Start with a wide idea and then focus it
•
Make sure you balance between abstract ideas and specific examples
CLEAR PATH
•
For the reader – this should be a very easy read
•
It should be thought provoking
•
There should be a clear and focused direction
• Paragraphs don’t just happen, there must be a reason for put a certain idea
with a certain example
• The order of the essay is important, there should be links between each
paragraph.
QUICK TIPS:
•
Provide your essay with an interesting title
•
Don’t use dictionary definitions – “Webster’s dictionary defines…” use your own
definition – “my definition of….” this shows deep thought process
•
There is nothing wrong with researching examples:
On August 17, 1998, then American President Bill Clinton was on trial for lying on
oath about his sexual misconduct; his actions had transgressed the limits set by
ethics. His reasons to the question, “[his] response of no sex of any kind in any
manner, is false. Is that correct?” was, “It depends on what the meaning of the word
’is‘ is. If ’is‘ means is and never has been, that is not—that is one thing. If it means
there is none, that was a completely true statement.” In this situation, then President
Clinton questioned the definition of a simple word “is” and in raising doubts about the
vocabulary in a Congressional hearing, the panel was no longer certain about the
ethics of his actions.