Humans are pattern-seeking animals and we are adept at finding patterns whether they exist or not” (adapted from Michael Shermer). Discuss knowledge questions raised by this idea in two areas of knowledge.

Humans are pattern-seeking animals and we are adept at finding patterns whether they exist
or not” (adapted from Michael Shermer). Discuss knowledge questions raised by this idea in two areas of knowledge.

This aspect is concerned with the extent to which the essay focuses on knowledge questions relevant to the
prescribed title, and with the depth and breadth of the understanding demonstrated in the essay.
Knowledge questions addressed in the essay should be shown to have a direct connection to the chosen
prescribed title, or to be important in relation to it.
Depth of understanding is often indicated by drawing distinctions within WOKs and AOKs, or by connecting
several facets of knowledge questions to these.
Breadth of understanding is often indicated by making comparisons between WOKs and AOKs. Since not
all prescribed titles lend themselves to an extensive treatment of an equal range of AOKs or WOKs, this
element in the descriptors should be applied with concern for the particularity of the title.
Assessment instruments
Theory of knowledge guide 61
Relevant questions to be considered include the following.
?? Does the essay demonstrate understanding of knowledge questions that are relevant to the prescribed
title?
?? Does the essay demonstrate an awareness of the connections between knowledge questions, AOKs
and WOKs?
?? 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)?
2. Quality of analysis of knowledge questions
This aspect is concerned only with knowledge questions that are relevant to the prescribed title.
Relevant questions to be considered include the following.
?? What is the quality of the inquiry into knowledge questions?
?? 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?
?? Are the arguments effectively evaluated?
Analysis of a knowledge question that is not relevant to the prescribed title will not be assessed.
Note: The TOK essay is not an assessment of first or second language literacy. Students should have
properly edited their work, but whether they have done so is not in itself a matter for assessment.
While the two are usually highly correlated, assessors will be wary of taking linguistic fluency for
substantive understanding and analysis of knowledge questions. A fluent and stylish rendition of
different knowledge questions does not in itself amount to analysis or argument. Discussion of
knowledge questions must be clearly related and appropriately linked to a set title. Equally, an essay
written with minor mechanical and grammatical errors can still be an excellent essay and examiners
will not take these errors into consideration when marking the essay. It is only when these errors
become major and impede the comprehension of the essay that they will be taken into account.

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