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 by drawing distinctions within ways of knowing and areas of knowledge, or by connecting several facets of knowledge issues to these and making comparisons between ways of knowing and areas of knowledge.
0 Level 1 is not achieved.
1-2 The essay includes very little treatment of knowledge issues that are relevant to 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 essay includes some treatment of knowledge issues that are relevant to 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 most part the essay treats knowledge issues that are relevant to 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 essay consistently maintains as its focus knowledge issues that are relevant 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 essay consistently maintains as its focus knowledge issues that are
relevant 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.
B Knower’s perspective
Does the student show an awareness of his or her own perspective as a knower in relation 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)?
0 Level 1 is not achieved.
1-2 The essay shows no evidence of independent thinking about the knowledge 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 essay shows very little evidence of independent thinking about the knowledge 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 essay shows some evidence of independent thinking about the 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 essay shows adequate evidence of independent thinking about the knowledge 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 essay shows much evidence of independent thinking about the knowledge 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.
C Quality of analysis of knowledge issues
• What is the quality of the inquiry into knowledge issues?
• Are the main points in the essay justified? Are the arguments coherent and
compelling?
• Have counterclaims been considered?
• Are the implications and underlying assumptions of the essay’s argument
identified?
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.
0 Level 1 is not achieved.
1-2 There is no inquiry into knowledge issues, only description. There are very few attempts at justifying the main points of the essay. There is very little evidence of any awareness of counterclaims.
3-4 The inquiry partly explores, but largely describes, knowledge issues. There is some justification of main points and some coherent argument. Counterclaims are implicitly identified.
5-6 The inquiry explores knowledge issues. Most points are justified; most arguments are coherent. Some counterclaims are considered.
7-8 The inquiry explores with some insight, in some depth and/or detail, knowledge issues. All, or nearly all, main points are justified and arguments are coherent. Counterclaims are explored. Implications of the essay’s argument are identified.
9-10 The inquiry explores with a high degree of insight, in considerable depth and/or 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.
D Organization of ideas
• Is the language clear and central terms explained or developed?
• Is factual information correct and properly cited?
0 Level 1 is not achieved.
1-2 The essay on the prescribed title is very poorly structured, with little overall organization. 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 essay on the prescribed title is poorly structured, with limited overall organization. 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 essay on the prescribed title is satisfactorily structured, with adequate overall 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 essay on the prescribed title is well structured, with a clear overall organization. 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 essay on the prescribed title is very well structured, with an effective overall 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.
Wednesday, November 4, 2009
Essay on a prescribed title (1,200–1,600 words) Post 1
General
In twelfth grade each IB 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 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 knowledge issues to areas of knowledge and ways of knowing.
The chosen title must be used exactly as given; it must not be altered in any way. 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.
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”) do not need to be referenced. However, what one person thinks 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. 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.
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:
• author(s), title, date and place of publication
• the name of the publisher or URL (http://….)
• the date when the web page was accessed, adhering to one standard method of listing sources.
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 references (whether given in footnotes or endnotes)
• any maps, charts, diagrams, annotated illustrations and tables
• the bibliography.
Students are required to indicate the number of words.
In twelfth grade each IB 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 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 knowledge issues to areas of knowledge and ways of knowing.
The chosen title must be used exactly as given; it must not be altered in any way. 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.
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”) do not need to be referenced. However, what one person thinks 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. 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.
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:
• author(s), title, date and place of publication
• the name of the publisher or URL (http://….)
• the date when the web page was accessed, adhering to one standard method of listing sources.
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 references (whether given in footnotes or endnotes)
• any maps, charts, diagrams, annotated illustrations and tables
• the bibliography.
Students are required to indicate the number of words.
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