Essay Examples

Examiners comments

Essay B—Level 3 (6 marks)

This essay examines ways of knowing as entities that are both responsible for, and guardians against, doubt. The candidate focuses on the difficulties of avoiding doubt in history and the human sciences as a result of our inability to access directly the past and future, and the human mind, respectively. Doubt is cast as a positive ingredient in the search for knowledge when it motivates the gathering of more evidence, and as a hindrance to knowledge when it is allowed to overwhelm an appreciation of the most likely scenario, as in conspiracy "theories". These are stronger points in the essay. However, knowledge is rather strictly defined as justified true belief on several occasions, which closes off the opportunity to discuss the possibility that uncertainty is an unavoidable ingredient of knowledge, and to address its relationship with doubt. The definition is also not built into an effective part of the analysis. While areas of knowledge and ways of knowing are certainly linked in the essay, they are not treated with much precision ("secondary perception"?) or depth (reason, emotion, etc.), and the arguments that surround them are patchy. Counterclaims are evident, but the argumentation cannot be described as more than adequate.

Essay C—Level 4 (7 marks)

There is a consistent focus on knowledge questions concerned with the relationship between doubt and knowledge as the prescribed title asks.

The essay is well organized with paragraphs devoted to claims and counterclaims with respect to whether doubt has a role in knowledge acquisition, and, if so, whether that role is positive or negative.

The arguments are clear, supported by good examples, and some effective links to the history and arts. Regarding personal examples (doubt about the origin of life, the origin of the Swedish wooden plate), some were more effective than others. Also the use of psychology to counter claim that doubt is the origin of knowledge was pertinent and coherent. 

It is a thoughtful and intelligent piece of work, clearly showing the candidate’s engagement with the knowledge questions.

This essay displays the characteristic typical of level 4, however, since some of the examples, in spite of being pertinent and coherent, were not original and thoroughly evaluated, the mark awarded was 7.

Essay D—Level 5 (9 marks)

There is a sustained focus on knowledge questions confirming and contradicting that “doubt is the key to knowledge”, as the prescribed title demands. A clear approach using different perspectives shown in real-life examples related to different areas of knowledge can be easily identified.

The first examples, regarding mathematics move from a personal example on how the student visualizes her own learning in class to a more sophisticated topic like the way conjectures are dealt with, emphasizing effective links to ways of knowing, especially reason.

Then there is an insightful investigation about religion, viewing it from different perspectives, focusing on Christianity, Islam and a way of proving that God exists, showing how doubting in that context might be a key to knowledge and how not.

Arguments are carefully and clearly developed. Every assertion is effectively evaluated giving a proper place to authority, experience, the search of truth, among other relevant TOK issues. The student definitely acknowledges the implications drawn in each of the examples.

It is worth pointing out that in spite of the effective and well-supported examples, the fact that they were not fully evaluated resulted in a mark of 9 being awarded instead of the highest possible mark of 10.

An example of an excellent model essay

The example below is a clear and coherent essay that provides very simple signposts to the examiner that the assessment criteria are being addressed in the question. Look for the following:

1. How the student unpacks the essay title including providing their own definitions of the key terms to set up the arguments that are provided in the essay.

2. The two areas of knowledge that will be discussed are clearly signposted

3. How the student provides relevent examples and explains their relevance to the title

4. The student displays a personal connection to the essay title

5. The essay clear shows different sides of the argument

6. The student notes the implications of each argument

Other Examples