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  • Preparing For TOK Essay

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    Stachen Sharpener
    14 views6 pages
    4tb e rgger tgerg

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    Preparing for TOK Essay

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    4tb e rgger tgerg

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    14 views6 pages

    Preparing For TOK Essay

    Uploaded by

    Stachen Sharpener
    4tb e rgger tgerg

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 6
    Preparing for the TOK essay Is not the defintve word on essay preparation as teachers to this, it should be noted thatthe apply to their own exp research and unpack relevant examples arrive at @ complex understanding ofthe criteria that they ae addressing ‘eaningfully reflect onthe response that they are formulating draw from their course experience fully consider the implications knowledge issues thatthe ttle addresses at allows tham ta maximize use ofthe word iit Breaking the task down I Teachers should lve thought to breaking the task down into stages. One suggested breakdown would be the following stages: Interpret the ttle define the key terms and concepts in th Identify the knowledge questions that are central tothe discussion state 2 postion identify the ways of knowing that are most sigificentto the discussion identify the areas of knowledge that willbe central to the response Identify the significant claims and counterclaims. Incerpret thet Students often complete and submit their TOK essays having only superficial understanding lorthat quickly deviate from the tite In many instances students produce wordy and descriptive essays because they are actually inthe process of completing their to rephrase the lent find it dificult or unable to explain the tte in their own terms, the experience discussion of the tite which will deepen their understanding and ‘ensure that the ret of the process Is more meaningful and productive While lengthy dictionary defwitions of terms are often a feature of wesk descriptive responses, es:ays that fal to consider the centraltermsand concepts also tend not to explore the knowledge questions ralsed by the tle. Ifthe student is presented witha ttle whic includes a phrase such as “There are no absolute distinctions between what is true and what is false” they will need to arrive at some personal understanding ofthe terms “absolute”, “distinction”, "true" and false" “strong essays wil often produce ongoing consideration of the key concepts in the title, possibly establishing that what is true for ane contest such as ethies may vary from what is true in another such as mathematics. Students who skip past this process are at great risk of ‘overlooking Key parts of the question or of producing responses without having fully understood the ttl itself Students who define these terms in their own words are more ly 89 quick take contro! of the essay and tend more often to produce essays that demonstrate personal engagement. Identify the knowledge questions that are central to the dis Students should then be invites ta formally dently the knowledge questions related tothe ttl, I they do this they are far mare likly to make effective use of the examples that they incorporate into ther essay and they will be better equipped to respond to the tle as a discussion of knowledge claims and thoi Impliatons. State. position In most instances TOK tles invite students to adopts postion with respect tothe tle: agree disagree | agree with servations | disagree to an extent \f students are required o adopt a postion then they ae better equipped to recog response as ciscusion of knowledge that naturally ivites counterclaim ané they 2 ‘ely to gravitate to the format that remains most familar to them, the opinion essay Students who formalize their postion are als les likely to produce lengthy, generalized and

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