Chapter 9 Getting the Chapter 9 Getting the GradeGrade

Part 1 The EssayPart 1 The Essay

What is the EssayWhat is the Essay

• The TOK essay is a 1200-1600 word essay The TOK essay is a 1200-1600 word essay written on one of 10 prescribed topicswritten on one of 10 prescribed topics

• The essay is 70 percent of the entire TOK The essay is 70 percent of the entire TOK gradegrade

• Graded externallyGraded externally• All other things being equal, the 1600 All other things being equal, the 1600

word essay will naturally be better than word essay will naturally be better than the 1200 word essay because it can the 1200 word essay because it can discuss more information and develop the discuss more information and develop the components of the thesis bettercomponents of the thesis better

How IBO has changed the How IBO has changed the essay grading criteriaessay grading criteria

• Four criteria instead of sixFour criteria instead of six

• This:This:– A Understanding knowledge issuesA Understanding knowledge issues– B Knower’s PerspectiveB Knower’s Perspective– C Quality of analysis of knowledge C Quality of analysis of knowledge

issuesissues– D Organisation of ideasD Organisation of ideas

Instead of thisInstead of this

– A Knowledge issuesA Knowledge issues– B Quality of analysisB Quality of analysis– C Breadth and linksC Breadth and links– D Structure, clarity and logical D Structure, clarity and logical

coherencecoherence– E ExamplesE Examples– F Factual accuracy and reliabilityF Factual accuracy and reliability

Summary of important Summary of important differencesdifferences • 1999 Criteria E and F are incorporated into the 1999 Criteria E and F are incorporated into the

2006 criteria B and D respectively2006 criteria B and D respectively• The new criterion B entails personal experience, The new criterion B entails personal experience,

examples, “candidate voice,” original thinking examples, “candidate voice,” original thinking skills, and a creative, relevant approach to the skills, and a creative, relevant approach to the knowledge issuesknowledge issues

• The new criterion D “Organisation” combines 1999 The new criterion D “Organisation” combines 1999 criteria D and Fcriteria D and F

• Breadth and Linking are incorporated into new Breadth and Linking are incorporated into new criterion A. The new Criteria A still assesses the criterion A. The new Criteria A still assesses the focus on relevant knowledge issuesfocus on relevant knowledge issues

• Relevance to topic is of prime importanceRelevance to topic is of prime importance

Interpreting the QuestionsInterpreting the Questions

• Interpreting the prescribed topics Interpreting the prescribed topics correctly is absolutely crucial if there correctly is absolutely crucial if there is to be any hope of writing a is to be any hope of writing a successful essay. This point cannot successful essay. This point cannot be stressed enough!be stressed enough!

Interpreting the QuestionsInterpreting the Questions

• Always pay close attention to the Always pay close attention to the wording of the questionswording of the questions

• Identify the primer. Learn what to Identify the primer. Learn what to write about. Learn what to ignorewrite about. Learn what to ignore

• Discuss the proper terminology Discuss the proper terminology

• Make sure the essay is balanced Make sure the essay is balanced

• Address every aspect of the questionAddress every aspect of the question

Understanding the Grading Understanding the Grading CriteriaCriteria

Criterion A (10p) Criterion A (10p) Understanding Knowledge Understanding Knowledge

IssuesIssues• RelevanceRelevance- Of utmost importance- Of utmost importance

• A relevant knowledge issue is one A relevant knowledge issue is one that clearly applies to the that clearly applies to the prescribed topic you are writing prescribed topic you are writing aboutabout

• Unclear thought is unclear writing. Unclear thought is unclear writing. Be sure to clarify your thoughts Be sure to clarify your thoughts before beginning the essaybefore beginning the essay

Steps to the relevant essaySteps to the relevant essay

1.1. Read the topics carefully and contemplate upon Read the topics carefully and contemplate upon themthem

2.2. Pick a topic that you feel comfortable writing Pick a topic that you feel comfortable writing about. Pick one you likeabout. Pick one you like

3.3. Interpret the question and be sure to understand Interpret the question and be sure to understand what it is asking forwhat it is asking for

4.4. Decide what Decide what areasareas or or waysways you want to discuss, you want to discuss, keeping in mind any specifics dictated by the keeping in mind any specifics dictated by the topic. “Specifics” means a wide range of topics topic. “Specifics” means a wide range of topics (e.g. personal attributes, belief, faith, and the (e.g. personal attributes, belief, faith, and the like) that are included in the topics which need to like) that are included in the topics which need to be discussed. These need to be discussed along be discussed. These need to be discussed along with the areas of knowledge and ways of knowingwith the areas of knowledge and ways of knowing

Steps to the relevant essay Steps to the relevant essay (contd.)(contd.)

5.5. Find relevant knowledge issues within Find relevant knowledge issues within those areas. Spend a fair amount of time those areas. Spend a fair amount of time coming up with good ones. Make sure you coming up with good ones. Make sure you can explain how they applycan explain how they apply

6.6. Devise ways to tie them into the questionDevise ways to tie them into the question

7.7. Begin writing and be critical of what you Begin writing and be critical of what you write. Will someone who is not you write. Will someone who is not you understand your point? Does the writing understand your point? Does the writing relate directly to the demands of the topic?relate directly to the demands of the topic?

LinkingLinking

Linking strategies Linking strategies

• Be sure to discuss knowledge issues in Be sure to discuss knowledge issues in connection with the areas of knowledge or connection with the areas of knowledge or ways of knowingways of knowing

• Do not discuss areas or ways in a Do not discuss areas or ways in a compartmentalized fashion but instead in compartmentalized fashion but instead in an interconnected manneran interconnected manner

• As a rough guideline, or a “rule of thumb,” As a rough guideline, or a “rule of thumb,” discuss three areas of knowledge or ways discuss three areas of knowledge or ways of knowing thoroughlyof knowing thoroughly

Linking strategies (contd.)Linking strategies (contd.)

• Use a combination of areas and ways in Use a combination of areas and ways in the discussion to include more elements in the discussion to include more elements in the same spacethe same space

• Read and understand the questionsRead and understand the questions • Always discuss the subjects mentioned in Always discuss the subjects mentioned in

the prescribed topic. Make links between the prescribed topic. Make links between them when there is more than onethem when there is more than one

• Do not sacrifice quality for quantity. Do not sacrifice quality for quantity. Simple listing of several areas of Simple listing of several areas of knowledge knowledge will harm the gradewill harm the grade

Criterion B Knower’s Criterion B Knower’s Perspective (10p)Perspective (10p)

• The overall idea with knower’s perspective The overall idea with knower’s perspective is to demonstrate that the student has is to demonstrate that the student has gained an understanding of Theory of gained an understanding of Theory of Knowledge at such a depth, that it becomes Knowledge at such a depth, that it becomes possible for the student to utilize the course possible for the student to utilize the course concepts on a personal levelconcepts on a personal level

• TOK wants students to reflect upon the TOK wants students to reflect upon the world around them and critically examine world around them and critically examine both the things they know and the reasons both the things they know and the reasons they claim to know themthey claim to know them

• The knower’s perspective criterion wants to The knower’s perspective criterion wants to get to this level of personal reflectionget to this level of personal reflection

Strategies for success with Strategies for success with Knower’s PerspectiveKnower’s Perspective

• Show personal engagement with the topic Show personal engagement with the topic by being original and creative in the way by being original and creative in the way knowledge issues are approachedknowledge issues are approached

• Be sure that the essay reads like “your” Be sure that the essay reads like “your” essay and not someone else’s. See to it that essay and not someone else’s. See to it that it reflects your personality and your it reflects your personality and your thoughts about the knowledge issues being thoughts about the knowledge issues being discusseddiscussed

• Use different types of examples from Use different types of examples from different types of sourcesdifferent types of sources

• Make sure to include at least one personal Make sure to include at least one personal example in the essayexample in the essay

Strategies for success with Strategies for success with Knower’s Perspective (contd.)Knower’s Perspective (contd.)

• Make sure all examples are tied in well and Make sure all examples are tied in well and that they actually make the point they are that they actually make the point they are supposed to make. The reader must be able to supposed to make. The reader must be able to finish the sentence, “What this example shows finish the sentence, “What this example shows is…” is…”

• Use the I-form occasionally to give the essay a Use the I-form occasionally to give the essay a personal touch; especially in the personal personal touch; especially in the personal example sectionexample section

• If the topic asks for a personal opinion or a If the topic asks for a personal opinion or a decision, then give one. Just be sure to reason decision, then give one. Just be sure to reason well and examine alternative points of viewwell and examine alternative points of view

Criterion C: Quality of analysis Criterion C: Quality of analysis of knowledge issues (10p)of knowledge issues (10p)

• This criterion grades how well the This criterion grades how well the points made in the essay are points made in the essay are developed, justified, and argueddeveloped, justified, and argued

Justifying the points in the Justifying the points in the essayessay

• When making an assertion or taking a stand on When making an assertion or taking a stand on an issue in the TOK essay, ask yourself, an issue in the TOK essay, ask yourself, “Have I “Have I given a justification for the claim I have just given a justification for the claim I have just made? What is it?”made? What is it?” If you cannot answer these If you cannot answer these questions then no reader will understand the questions then no reader will understand the justifications for your pointjustifications for your point

• The reader should be able to finish the The reader should be able to finish the sentence, “This is a valid and believable claim sentence, “This is a valid and believable claim because…”because…”

• If the reader can not finish the sentence, then If the reader can not finish the sentence, then there is no reason for him or her to believe the there is no reason for him or her to believe the claim or consider it valid. Thus the assertions claim or consider it valid. Thus the assertions are unsupported and invalidare unsupported and invalid

Logical coherence Logical coherence

• What What logically coherentlogically coherent means is means is that the assertions made in the that the assertions made in the essay and the support (or essay and the support (or justifications) for the assertion, must justifications) for the assertion, must work together in a way that the work together in a way that the justifications clearly and logically justifications clearly and logically support those assertionssupport those assertions

Thoughts to keep in mind Thoughts to keep in mind regarding logical coherenceregarding logical coherence

• Make sure the supporting justifications in Make sure the supporting justifications in the essay really do logically support the the essay really do logically support the claim being made. Do they do what they claim being made. Do they do what they are supposed to do? Would an outsider be are supposed to do? Would an outsider be able to follow the line of thought?able to follow the line of thought?

Do the claims make logical sense? Do the claims make logical sense? Would the arguments be logically Would the arguments be logically

convincing to someone who is not you? convincing to someone who is not you? They should be.They should be.

CounterclaimsCounterclaims

• To have a convincing analytical argument, To have a convincing analytical argument, one must also show an awareness of other one must also show an awareness of other points of viewpoints of view

• The best arguments explain not only why The best arguments explain not only why their own standpoints are the right ones, but their own standpoints are the right ones, but also why opposing standpoints are not as also why opposing standpoints are not as goodgood

• In the TOK essay it is a necessity to examine In the TOK essay it is a necessity to examine the knowledge issues from divergent points the knowledge issues from divergent points of view. This examination shows a high level of view. This examination shows a high level of awareness about the knowledge issuesof awareness about the knowledge issues

Summary for counterclaimsSummary for counterclaims

• Always explore the issue from more Always explore the issue from more angles than oneangles than one

• Identify and evaluate counterclaimsIdentify and evaluate counterclaims • A counterclaim need not necessarily A counterclaim need not necessarily

be an opposing or contradicting be an opposing or contradicting argument. A counterclaim can be argument. A counterclaim can be another explanation for something or another explanation for something or another way of thinking about an another way of thinking about an issueissue

Summary for counterclaims Summary for counterclaims (contd.)(contd.)

• Not every claim one makes in the essay Not every claim one makes in the essay needs to have a counterclaim.needs to have a counterclaim. The key is to The key is to see to it that some alternative explanation is see to it that some alternative explanation is offered for some of the assertions.offered for some of the assertions.

• Opinion questions offer an excellent Opinion questions offer an excellent opportunity to include counterclaims; by opportunity to include counterclaims; by their very nature, they lead to an easy their very nature, they lead to an easy application of both claims and application of both claims and counterclaims. counterclaims.

Summary for counterclaims Summary for counterclaims (contd.)(contd.)

• The The poorpoor paper will not identify or consider paper will not identify or consider counterclaims in any waycounterclaims in any way

• The The mediocremediocre paper will mention or at least paper will mention or at least acknowledge the existence of some specific acknowledge the existence of some specific counterclaimscounterclaims

• The The goodgood paper will discuss counterclaims and paper will discuss counterclaims and how they relate to, and what they mean for the how they relate to, and what they mean for the issue being discussedissue being discussed

• The The excellentexcellent paper will thoroughly discuss paper will thoroughly discuss counterclaims and what they mean in regards not counterclaims and what they mean in regards not only to the issue being discussed, but also what only to the issue being discussed, but also what they mean for the stance in the paperthey mean for the stance in the paper

Criterion D Organisation of Criterion D Organisation of ideas (10p)ideas (10p)

Summary of Criterion DSummary of Criterion D

• Are the sources being used filling a Are the sources being used filling a function or are they in the essay just for function or are they in the essay just for “looks?”“looks?”

• Are sources referenced in a bibliography?Are sources referenced in a bibliography?

• Double check to make sure that anything Double check to make sure that anything assumed to be common knowledge really assumed to be common knowledge really is common knowledgeis common knowledge

• Check the facts. Do not chance with Check the facts. Do not chance with factual inaccuracyfactual inaccuracy

Summary of Criterion D Summary of Criterion D (contd.)(contd.)

• Avoid generalisations. Are statements Avoid generalisations. Are statements making an unwarranted assumption?making an unwarranted assumption?

• Develop a clear introduction, body, Develop a clear introduction, body, and conclusionand conclusion

• Use topic sentences in paragraphsUse topic sentences in paragraphs

• Discuss one thought at a time in Discuss one thought at a time in paragraphsparagraphs

Summary of Criterion D Summary of Criterion D (contd.)(contd.)

• ConsiderConsider ambiguity. Avoid numerous ambiguity. Avoid numerous pronouns in sentencespronouns in sentences

• Use linking words to help organize Use linking words to help organize essayessay

• Make sure the language does not Make sure the language does not hinder understandinghinder understanding

• Make sure the essay is relevant. This Make sure the essay is relevant. This is of primary importanceis of primary importance

Final thoughts about the essay Final thoughts about the essay to keep in mindto keep in mind

• Do not ever change an aspect of the Do not ever change an aspect of the prescribed topicprescribed topic

• The only way to bridge the gap between The only way to bridge the gap between your mind and the reader’s mind is the your mind and the reader’s mind is the essayessay

• When writing your essay make sure you When writing your essay make sure you use the “Checklist for a good essay” use the “Checklist for a good essay” and see to it the different elements on and see to it the different elements on the checklist are addresses sufficientlythe checklist are addresses sufficiently