The TOK essay: All you need to know.These notes are based on chapters 13-16 of Decoding Theory of Knowledge for the IB Diploma by Wendy Heydorn and Susan Jesudason.

Contents1 Understanding the assessment requirements. Page 2-71a) The basics. Page 2-41b) Understanding and analyzing knowledge questions. Page 51c) Depth and breadth. Page 6-7Chapter summary. Page 7

2 Analysis, links and comparisons. Page 8-152a) Introduction to analysis, links and comparisons. Page 8-92b) Unpacking knowledge questions. Page 9-102c) Analysing claims and counter-claims. Page 10-112d) Using examples to sharpen your analysis. Page 11-122e) Giving your own opinion `Knower`s Perspective`. Page 122f) Identifying assumptions. Page 132g) Considering implications. Page 132h) Using evidence. Page 142i) Using different perspectives and finding a coherent position. Page 14Chapter summary. Page 15

3 Developing a Thesis and constructing an argument. Page 16-183a) Introduction. Page 163b) Thesis. Page 173c) Arguments. Page 183d) Planning and drafting. Page 18Chapter summary. Page 18

4 Structure, introduction, examples and conclusion. Page 19-234a) Note. Pageb194b) The introduction. Page 194c) Paragraphs. Page 204d) Style. Page 20-214e) Examples. Page 214f) The conclusion. Page 224g) Avoiding plagiarism. Page 22-23Chapter summary. Page 23

5 Final checklist. Page 24

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1 Understanding the assessment requirements.

1a) The basics.Where will I find the essay title?

The IBO creates the titles and releases them in March. Your teacher will give you the titles.

How many essay titles can I choose from?

There are 6 prescribed titles, from which you choose one.Do not change any of the wording in the title.

What is the word limit?

The limit is 1,600 words. The examiner will stop reading after 1,600 words and you will lose one mark. Put a word count at the bottom of the essay.

How is the essay marked?

Using holistic / global marking. See the essay rubric.

What is the maximum score?

The essay is graded out of 10.

How much is the essay worth?

The essay counts for 67% of the final TOK grade. The presentation counts for the other 33% of the final grade.

How will I submit the essay?

You must upload the essay and your planning form to Managebac. Your teacher will then upload it to the IB.

Your essay must answer the prescribed title, focus on knowledge and explore links and comparisons between areas of knowledge and ways of knowing.

TOK essays are about knowledge and you must make links and comparisons between the areas of knowledge (mathematics, natural science, human science, history, the arts, ethics, religious knowledge systems and indigenous knowledge systems) and the ways of knowing (emotion, reason, language, sense perception, memory, faith, imagination and intuition).

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There is no prescribed content for the TOK essay and what you write is your own decision.

The two holistic features that are used to judge the merits of a TOK essay are understanding knowledge questions and analysing knowledge questions.

The essay should reflect your own critical thinking. Essays test your ability to think critically about knowledge. You must bring critical thought to the title you have chosen. You will show analytical skills by:

evaluating arguments, knowledge claims and counterclaims. weighing up arguments. identifying assumptions and implications.

Your essay must consider a range of possible views.

You must shape an intelligent response to a knowledge questions.

You must not focus on subject specific questions such as `How do we know different interpretations of the Cold War were justified?` Instead, you must focus on knowledge questions that go above subject specific issues, such as `How do we know if theories lead to reliable knowledge in history and science?`.

Your essay will be graded through holistic / global impression marking. This means the essay will be judged on its overall quality.

When grading your essay, the examiner will consider the following questions:Has the student:

understood the proposition? Understood the knowledge questions that are explicit and

implicit in the title and / or linked the proposition to knowledge questions?

developed a comprehensive and cogent point of view about the topic and appropriate knowledge questions?

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Here are the top two levels from the IB TOK subject guide. You can find the full rubric in your student guide.

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1b) Understanding and analyzing knowledge questions.The examiner will give you a grade out of 10 based on:

your understanding of knowledge questions your analysis of knowledge questions.

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Understanding knowledge questions

Analysis of knowledge questions.

Connections with knowledge questions

Enquiry

Relevant knowledge questions

Sound justification

Depth and breadth Clear and coherent argument

Links and comparisons Real life examples Connections with ways of

knowing areas of knowledge

Extensive exploration of counterclaims

Connections with ways areas of knowledge

Assumptions identified

Investigation of alternative perspectives

Implications considered

Evaluation

Your prescribed title will include a knowledge question. It is also possible for you to create and analyse subsidiary knowledge questions, which may be important in relation to the main knowledge question. You must make sure that any subsidiary knowledge question is relevant and always help you answer the main knowledge question in the title.

Example:Main knowledge question:“To what extent do theories lead to certain knowledge in ethics and science?”

Subsidiary knowledge questions:“To what extent do the methods used in science and ethics provide us with certain knowledge?”“To what extent are theories similar in ethics and science?”

1c) Depth and breadth. Depth of understanding:

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Detailed knowledge within an area of knowledge or way of knowing:

A detailed knowledge of history could involve making a distinction between historical facts and historical interpretations.

Distinguishing between the different types of knowledge that different art forms offer.

Making a distinction between inductive and deductive reasoning.

Making distinctions within an area of knowledge or way of knowing is one way of showing your depth of understanding. Consider what we mean by `knowledge` in different contexts.

Breadth: Thinking of connections links and comparisons. Your essay will

explore the distinctions, links and comparisons between areas of knowledge and ways of knowing and use real life examples to show your points. Consider history and art:

Imagination: A historian`s imagination needs to be consistent with their interpretation of primary and secondary sources. An artist can use their imagination freely, but art forms need to conform to conventional standards.

Facts: In history, facts can include dates that are checked against evidence. In the arts, facts can include the form of music or poetry.

Think about the connections between personal and shared knowledge in different areas of knowledge.

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Consider the following list of distinctions. Think of ways in which you can apply some of them into your essay title.

personal and shared knowledge fact and interpretation hypothesis and conjecture finite and infinite justified reasoning and fallacious reasoning `knowing that` and `knowing how` intellectual and practical knowledge nature and culture

Chapter summaryA TOK essay IS: A TOK essay IS NOT:

an enquiry or investigation into a knowledge question.

a research essay , like the Extended Essay.

knowledge-specific. subject-specific. about knowledge and

knowing. about subject-specific

information. an analysis of the

connections and links between areas of knowledge and ways of knowing.

a plain description of areas of knowledge and ways of knowing.

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2 Analysis, links and comparisons.2a) Introduction to analysis, links and comparisons.

The whole purpose of TOK is critical thinking and your essay needs to demonstrate good analyse of a knowledge question.

Your essay title is designed for analysis, not description.

Good analysis involves weighing up evidence behind the different perspectives, and assessing the relative merits of each to reach a balanced judgement.

Unlike description, analysis demonstrates your own critical thought, consideration, and intellectual judgement.

A good analytical essay, unlike a descriptive essay demonstrates higher-order thinking skills such as evaluation, synthesis and evaluation (according to Bloom`s taxonomy).

Look at this table:Real- life situation

Vocabulary specific to area of knowledgeKnowledge questionsGeneral TOK vocabulary

The top row represents: your IB subjects specific areas of knowledge real-life situations you own examples

The bottom row represents: critical thinking TOK concepts TOK tools for analysis

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Your essay title and other knowledge questions connected to it are from the bottom row.

Your essay begins below the line and you can briefly describe subject specific examples from the top row (science experiments, books you`ve studied) and relate them back to the TOK questions, ideas and concepts from below the line.

Your essay connects knowledge questions and TOK thinking (in the bottom row) to the ordinary world (in the top row).

In order to get a good mark you must analyse the knowledge questions in the bottom row. If you simply describe real life situations in the top row, you will get a poor mark.

2b) Unpacking knowledge questions. Studying the question closely: language and key terms.

When you choose your title you must think very carefully about the wording of the question and make sure you know what the title means.

It is vital that you know what the essay requires you to do. You must decode the command terms and key concepts in the title.

Key concept: some essays have a central idea to explore, such as the concept of `explanation` or the idea of `certainty`.

Command terms: instructions that tell you what to do in the essay.

Example command terms are:

Evaluate = Weigh up and form a judgement. Consider = Think critically about, give critical thought to. How important = Form a judgement about relative importance

(very important – not important) On what grounds = Consider that the criteria or reasons would be. To what extent = Evaluate and form a judgement about the

relative extent (large – limited) supported by sound argument.

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Discuss = Look at both sides and come up with your own answer. Examine = Look at, and consider critically.

Look carefully at the language used in the title and make sure you understand the important terms.

When choosing your title, consider what you are interested in and which title you have something to say about. If you are inspired to write it you are more likely to write an engaging essay. If you feel strongly about a title you must be careful not to write a one sided essay which does not consider alternative views.

Whichever essay you choose, you must have an open mind, as you will need to consider the title form different perspectives.

If you have only got one point to make on a subject with lots of different examples, this will lead to an essay that is just repeating one idea.

2c) Analysing claims and counter-claims. In your essay you must give analysis of knowledge questions. You

should approach knowledge questions by looking at all sides of the arguments and assessing the foundations and basis of those claims and arguments. Counter-claims need to be extensively explored.

To use claims and counter-claims to develop good analysis you should:

Consider the strengths and weaknesses of claims. Identify hidden assumptions behind the arguments.

You can use notes for debates in your DP subjects as examples for your TOK essay. You can use your experience of these subject specific debates and ideas to draw on in your TOK essay. You can weigh up the claims and counter-claims and consider the grounds for them. For example:

Whether classical art is more or less meaningful than modern art. What the most important `known unknowns` are in science.

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Our limited understanding of dark matter and dark energy in physics.

When looking at claims and counter-claims ask yourself `How do we know?` For example: How do we know if it is justified to classify something as `a great work of art`?Knowledge Claim: `Great art` may give us insights that have been accepted as true across a number of cultures, and the arts can give us a shared truth that transcends time and culture.

Counter-claim: Art is produced at a particular time and in a particular culture and great art is culturally relative.

Weigh up the claims: Think of examples that could be used to support either the

knowledge claim or the counter-claim, such as Beethovan`s symphonies, the poetry of Rabindranath Tagore, Picasso`s art or the works of Shakespeare.

Which, if either of the claims are your persuaded by, and why? Is a great work of art similar to, or different from a great work of

science, literature, spirituality or mathematics? If you accept one of the claims, what impact might that argument

have in other areas of knowledge? Consider a third possibility, a synthesis between the claim and the

counter-claim.

2d) Using examples to sharpen your analysis. Your essay needs to focus on am\analysis rather than description.

Examples can be used to support your analysis.

One way to do this is to use an example to illustrate a claim, argument or counter-claim. For example:

There are some things that are beautiful that are not art, for example, a sun set or a horse in full gallop, and there are some

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things that could be classified as art, which some people do not consider beautiful. One criterion for a masterpiece is that it has enduring value, for example, the Statue of Liberty, or Michelangelo`s David. If it is claimed that a masterpiece has to have stood the test of time, it follows that it is too early to know if Kapoor and Balmond`s Arcelor Mittal Orbit sculpture at the Olympic Park, London, will be added to this category of masterpieces. In the meantime, however, there are criteria we can use to judge the competence skill and values of a work of art.

Never use examples that are pointless and describe rather than add to analyses.

Don’t make claims which are generalisations, such as `There is no agreement about what truth means, and because there is no definition, it is impossible to for anyone to claim that they know what truth is.`

Make comparative points that make TOK connections `Ethics may help us know more about values than mathematics does: “knowing how” to treat others with respect is different from “knowing how” to solve a quadratic equation, but both areas of knowledge make claims about truth.

2e) Giving your own opinion `Knower`s Perspective`. Knower`s perspectives refers to your own point of view and this is

an important part of TOK.

In the process of weighing up claims, arguments, counter-claims and evidence you can give your own opinion and say what you think about the relative merits them.

Make sure you support your ideas with reasons.

There are different ways you can include your own knower`s perspective in the essay:

Use your own view to weight up a claim or counter-claim

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Use your own personal experience or personal example to make an analytical point.

Your knower`s perspective can come from examples from your experiences in you DP classes or CAS. Using your own examples reflects your own voice.

2f) Identifying assumptions. Your essay needs to show that you can identify hidden

assumptions behind knowledge claims—this is an analytical skill.

Here are two common assumptionsa) There is a deep conflict between science and religion.b) The arts are relevant only on a personal level and contain no

knowledge at all.c) We don`t know much about the human sciences because people

are unpredictabled) Moral judgements are relative

If you look `behind` these claims you can see that they do not stand up to much scrutiny. Claim A is based on an assumption about the scope of religion—but if we see the scope of religion in terms of ethics, religion offers guidance on how to live, rather than a concrete set of beliefs and does not necessarily conflict directly with science. For claim B, in many cultures art is very public and relevant on a shared level, as shown by art galleries, theatres and music concerts. The insights communicated by the arts might counts as a type of shared knowledge.A counter-argument to claim C is that experiments in the human sciences can establish patterns of human behaviour.For claim D, a counter-claim is that some things can always be seen as absolutely morally wrong, such as torture.

2g) Considering implications. Implications are more than consequences.

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Implications means thinking through the line of reasoning to what comes next.

You could consider the implications of claims by looking beyond them and thinking about what might happen next.

You have to consider that if we turn one cog, it might affect and have an impact on other cogs in other areas of knowledge.

2h) Using evidence. Consider the essay title “To what extent does our language

determine what we know?” You could take a number of different positions in answering this question. Your essay could explore the different arguments, weigh up the evidence and then assess the merits of each:

a) Is there strong evidence to support the view that our language shapes how we think, based on the idea of linguistic determinism and the Sapir-Whorf hypothesis?

b) Is there evidence to suggest that language only communicates our knowledge; it does not determine what we can know?

You could examine the evidence for each position and use it to reach a judgement about which evidence is most convincing.

2i) Using different perspectives and finding a coherent position. You must always look at events from a variety of viewpoints. If you

were writing about the 2011 uprising against President Bashar al-Assad in Syria, you could investigate the following perspectives:

his supporters his opponents such as the Free Syria Army different people in the international community the United Nations Security Council the role of social media in the course of the events, and how

perspectives can be shaped by global communications and the internet.

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Show that you can investigate different perspectives and that you are self-aware and understand that your knowledge is dependent on many different variables:

upbringing age social status gender culture historical era intellectual background.

It is important to develop your own clear position (your own knower`s perspective) for all of the different possible answers.

You need to have sound justification for your view and support your position with good reasons.

Here is an example of how you can express your own coherent view on an essay “To what extent do we need evidence to support or beliefs in different areas of knowledge?”Knowledge claim: Some people might claim that evidence is not needed in the arts, since any interpretation of the visual and literary arts is acceptable.

Counter-claim: The fact that there are prizes awarded for literary fiction and art suggests that there are standards that can be used to judge the arts. Judgements could be made based on evidence in a text.

My own position: It follows that there might be some interpretations of art that are plainly wrong: if someone thought the `Mona Lisa` represented a zebra they would be wring as there is no evidence on which to base their judgement. I believe that art and literary critics are worth listening to since their opinions are based on expertise and they have a good knowledge of the context of the painting or book. I think that there are some standards of judgement but it would be acceptable of a person

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disagreed with what these standards are and had their own evidence to support their own beliefs.

Chapter summaryAnalysis, links and comparisons

Understand command terms and key concepts in the title. Make analytical rather than descriptive points Use examples and counter-examples to make analytical points.

Analyse Weigh up knowledge claims and counter-claims. Weigh up and evaluate evidence. Identify the similarities and differences between areas of

knowledge. Make connections using the knowledge framework. Identify assumptions Consider implications.

3 Developing a Thesis and constructing an argument.3a) Introduction.

In a TOK essay there are many possible structures including organisation of your ideas by area of knowledge, by theme, by perspective or by interpretation of the key concepts. These will be explored using the following prescribed title:“To what extent is truth different in mathematics, the arts and ethics?

This prescribed title invites you to explore the ways in which truth is different in three areas of knowledge. Truth might be interpreted in terms of

`tests for truth` personal truth shared truth abstract truth invented truth or discovered truth

You could play around with the following structures and combine them in your own way:

By areas of knowledge: mathematics, ethics, the arts. This structure can produce an excellent essay of it includes a good level of analysis.

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By concepts and theme: scopes and applications, theory and methodology. This structure takes concepts and examines each in relation to the knowledge question.

By knowledge question: this structure address the title by looking at the first connects knowledge question and its analysis and then the second relevant (subsidiary) knowledge question and its analysis.

By thesis, antithesis and synthesis: this structure looks at the first claim (the case for) the counter-claim (the case against) and a third possibility (a synthesis which establishes your own new idea).

3b) Thesis. Your thesis statement is your answer to the knowledge question.

You can include it in your introduction or conclusion. Your thesis statement should sum up your answer clearly.

Consider this knowledge question: To what extend do we need evidence to support our beliefs in different areas of knowledge?

You could write your thesis in the first person: I agree with the claim that we need evidence to support our beliefs

to a significant extent. Although the concept of evidence varies in history and science it is a concept that underpins both areas of knowledge.

Or you could write the same thesis in a different way: There is a stronger justification for the argument for than the

argument against, since without evidence, there is very little that we can claim to know in history or science.

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When answering the prescribed title “To what extent is truth different in mathematics, the arts and ethics?”, a thesis could be:

I will argue that there are different types of truth in each areas of knowledge: that there are clear differences between the truth of a solution to a quadratic equation, the truth of Tolstoy`s novel `War and Peace` and the truth value of our shared human rights.

If the title invites you to agree or disagree with a knowledge claim, you do not have to agree or disagree entirely. You could agree with conditions or reservations, for example:

`Although x is more logical, it is based on claims that have weak justification`

`Although x is more convincing on the surface, there is better justification for y.`

Focus your time and attention on developing the quality of your argument and your thesis will follow naturally.

3c) Arguments. You TOK essay is an extended argument. This means that the

essay addresses the prescribed title in a way that leads to a clear, convincing conclusion that is built on a reasonable set of premises, with valid arguments.

In order to get from the title to the conclusion your essay needs to show a clear line of argument throughout.

Your argument must be a logical, coherent, compelling precise discussion based on evidence and open to different perspectives.

Your argument must show you have understood the central concepts of the TOK course (look at the knowledge framework) and can organise them in an original and creative way.

3d) Planning and drafting.Your plan will allow you to get a clear idea of what you are going to write before you start.

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Your plan should be a set of rough ideas that will form the shape of the essay.Your plan should include:

The structure of your argument Supporting evidence Different ideas and perspectives.

Your plan should help you organise your ideas into the sequence of your arguments.

Chapter summaryYou should do the following when developing a thesis and

constructing an argument: Plan a coherent argument. Construct a clear thesis. Identify key terms. Use a clear sequence of ideas. Use evidence and key examples. Make a paragraph plan. Make a first draft, edit it and write a second draft.

4 Structure, introduction, examples and conclusion.

4a) Note. Before you write your introduction or conclusion, make sure that

you have a progressive argument.

Your argument is a sequence of ideas that follow logically from each other. It should follow your own critical thought.

4b) The introduction. Include your own interpretation of the question.

Outline how you intend to approach the question.

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Show the scope of your essay: the areas of knowledge and / or ways of knowing you will consider.

You can include your thesis statement (or put it in the conclusion).

Your first sentence needs to catch the reader`s attention. It needs to reflect the fact that you have thought long and hard for yourself, so start with something that reflects your thinking.

Don`t start with dictionary definitions as they are boring. Instead of using a dictionary definition, use examples to explain what you mean by the terms.

Say something interesting about the issues the prescribed title has raised.

Show the perspectives you will be considering.

4c) Paragraphs. Your paragraphs must be in logical order. Each one needs to

develop your ideas further as the essay progresses.

Don’t include too many ideas in one paragraph.

Change paragraphs when you are introducing a new point.

Begin each paragraph with a topic sentence that shows the theme of the paragraph. For example “Varying degrees of truth are given by an academic study of a historical event and a novel based around a historical theme.”

Make it clear when a new paragraph is taking your argument in a new direction. Use phrases such as:

“While this may apply to x theories, we also need to consider y theories.”

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“On the other hand methods used to gain knowledge in the human sciences…..”

“Having considered the strength of arguments for x I will now consider the weaknesses…”

4d) Style. Don`t be too personal or too formal.

This example is too informal and contains irrelevant information: “My aunt Jennifer and I love a chat and talk about all kinds of things, like the meaning of life. As she likes to say “life`s what you make it”.

Don’t try and sound academic if you can`t back it up, as you will confuse the reader, like in this example: “In his book, x, the writer y expatiates on a controversial, infamous and improbable thesis which I doubt would stand up to any significant scrutiny”.

Use an analytical style in between the two extremes above. You should write in a comfortable and natural style.

Do not use a website to translate your ideas into English as it will look strange and often won`t make sense.

You can use `I` and `we` to show the difference between personal and shared knowledge, or you could only use `I` when giving your thesis or in the conclusion when you are drawing the strands of your ideas together.

Use precise language.

4e) Examples. Examples should be used to back up your points.

Choose authentic examples that make your own voice clear.

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The source of your examples can be class notes, books, TV or radio shows, or internet sources.

Examples are used to illustrate analytical points, knowledge claims, counter-claims, arguments, counter-arguments, shared or personal knowledge.

Your examiner could live anywhere in the world. If you are using examples that might only make sense to people with a similar cultural perspective, make sure you explain this carefully.

Don`t use exaggerations or stereotypes as examples.

Poor example: “There is a truth behind the claim it is wring to kill, for example, all religions agree that it is wrong.”—This is descriptive and does not support analysis.

Good example: “ Life is sacred might be share by some religions, but how that principle applies in real life situations might differ even between people belonging to the same faith. Abortion and euthanasia, for example, might divide opinion between Christians, but an individual Christian might come to their own conclusion about moral issues by combining their faith and reason together”—This is real and specific and used to support some analysis of knowledge claims.

4f) The conclusion. You conclusion needs to give two things: a summary. an evaluation.

Make sure you have directly answered the question in your conclusion.

Make sure your conclusion is consistent with your arguments in the main part of the essay.

Make sure you are saying something in your conclusion. Weak conclusions like this tell the examiner nothing “Having looked at

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all the difficulties with answering the question we have to accept that scientists and historians have to agree to disagree”.

End your essay with an evaluation of your own argument.

You can also add any further knowledge questions that lie outside the scope of the essay.

4g) Avoiding plagiarism. Your essay must be your own work.

Make a clear distinction between your own ideas and the ideas of other people.

Paraphrase: Acknowledge the author and express the gist of their claims in your own words “In his book `The Origin and Goal of History` Karl Jasper puts forward the concept of an Axial Period, the idea of an axis or dividing line in world history, around 500BCE.

Use quotations: You can quote other people`s ideas by putting text in single or double quotation marks. The reference in brackets is a way of indicating a book mentioned in the bibliography: `Karl Jasper`s claim that the purpose of his book is to “assist in heightening our awareness of the present”. (Jaspers 1953)`.

You need to cite any written or visual sources that you use. Use the MLA to set out any books or articles that you have used. Here is a link to explain how to use the MLA https://owl.english.purdue.edu/owl/resource/747/01/

Chapter summaryStructure, introduction, examples and conclusion.

Structure your ideas. Use paragraphs to take your argument forward. Use and appropriate writing style. Make precise use of `i` and `we` Use clear language. Define your own terms, but avoid dictionary definitions. Use specific concrete examples based on real life situations.

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Avoid examples that caricature or stereotype. Use examples to make analytical points and to illustrate

knowledge claims, arguments, shared and personal knowledge. Write a suitable introduction. Include a summary and evaluation in your conclusion. Never plagiarise. Make a clear distinction between your own ideas and other

people`s ideas.

5 Final checklist.Checklist Evidence / What do I need to do?What are the connected knowledge questions?What are the different ways of answering the questions that are relevant to TOK?How is the knowledge question related to ways of knowing and /or areas of knowledge?

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What is my thesis statement?How does my argument develop?Have I weighed up knowledge claims and evidence?Have I extensively explored counter-claims?Have I used suitable real-life examples? What impact might my conclusion have in related areas of TOK? In what ways might I use the knowledge framework to support my analysis of the question?Have I identified assumptions and considered implications?Have I explored other perspectives and different ways of looking at the question?

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