EXAMPLE 5
AWARDED GRADE D
Does language play a role of equal importance in the different
ways of knowing?
Theory of knowledge assessment exemplars
Page I of2
Assessed student work
Example 5
Introduction
Examiner comments
Purpose of this document
Assessed student work
Grade awarded: D
Overview
Example 1
Example 2
Example 3
Example4
Criterion A
3
Written work (pdD
-Criterion B
3
-ICriterion C
2
Criterion D
5
Example 5
Example 6
Total
Examiner comments
13
This is a weak essay. The slight alteration to the prescribed title from
"roles" to "a role" either reflected a limited understanding or contributed
to it. In either case the teacher would have been well advised to step in
here and advise the student to use the prescribed title in its exact
original form. The narrow focus of the essay on language as purely a
means of communication has greatly limited the range of ideas that are
dealt with. While there is no required content for an answer, the essay
might have benefited from a consideration of, for example, issues
around language and its relationship to values, thoughts, identity,
meaning or experience in the different areas of knowledge. As it stands,
one might observe that a student hardly needed a TOK course to
realize that language was needed to communicate, and that in the
course of the essay so many TOK areas are mentioned that depth of
analysis in any one of them is unlikely.
Criterion A: Understanding knowledge issues
Mark awarded: 3
The essay consistently identifies issues of marginal importance (for
example, lines 60-61, that state that NaCI is scientific notation for
sodium chloride) or dubious relevance (for example, lines 35-36, "more
work may have been put into it"; line 43, "a teleprompter ... ") and fails to
develop these issues in depth or detail. The surprising claim in lines 52
-53 that "neither written nor spoken language have any significant
importance to the arts" can be seen, charitably, as the student
discussing only dance and music, say, and not considering literature or
poetry.
Some relevant knowledge issues are identified, but these are not
explored {for example, lines 85-87, "Through documents ... the past"
and the final lines, "However. .. differently"). As a result, while the essay
is in part relevant, the understanding is best described as rudimentary
and the attempted links to ways of knowing are not effective.
Criterion 8: Knower's perspective
Mark awarded: 3
While the essay has a clear student voice, it does not connect
knowledge issues to the student's own experience, and the narrowness
of focus mitigates against the possibility of independent thinking about
knowledge issues. There are some appropriate examples (for example,
lines 24-26, baby talk; lines 85-87, Egyptian hieroglyphics and Mayan
inscriptions) though they are not well used. There is the glimmer of
awareness of different perspectives in the final line and this just pushes
the mark for this criterion to a 3.
Criterion C: Quality of analysis of knowledge issues
Mark awarded: 2
http://xmltwo.ibo.org/publications/migrated/production-app.ibo.org/publication/166/pa...
9/11/2011
Theory of knowledge assessment exemplars
Page 2 of2
This is the weakest aspect of the essay: the initial poor interpretation of
the prescribed title has limited the analysis throughout. Promising ideas
are undeveloped and seem to have been introduced to little effect. For
example, the student mentions symbols in line 5, and then states in
lines 32-33 that they "can be understood just by looking at them". Even
where relevant knowledge issues are identified and some conclusion
appears to be drawn (for example, lines 52-53, "therefore it can be
said ... "; line 80 "therefore we can see ... "; line 92, "Therefore it can be
seen ... "; line 95,"To conclude it can be said ... "), the conclusion seems
to be stated rather than following from what has gone previously. While
the student has given the initial impression of having constructed valid
arguments, these do not stand up to even cursory scrutiny and the
attempts at argument are unsuccessful.
There is some awareness of counterclaims (for example, line 42,
"Although ... "; line 65, "However ... ") but these are in general confused
and do not provide enough evidence to progress beyond a level2.
Criterion D: Organization of ideas
Mark awarded: 5
This essay's strongest aspect is its organization. The student makes
and explains an initial distinction (graphic/phonic) which is maintained
throughout the essay with respect to different areas of knowledge.
While this is an unhelpful analytic tool, it does mean that the essay is
adequately structured overall, despite the occasional instance where
there is a lack of clarity (for example, lines 11-12, "Both spoken ...
concrete"; lines 42-43). The reference to the Egyptians and Mayans
required referencing, but this example is only of marginal importance to
the essay and so does not affect the overall score for this criterion.
©International Baccalaureate Organization I Mission statement 1Learner profile
http://xmltwo.ibo.org/publications/migrated/production-app.ibo.org/publicationll66/pa...
9/11/2011
Example 5
Does language play a ro!e of equal tmportance m dil'f<-::rent
·;·d·
::rre:1::
TL) cmswcr this question properiv there ::1re somt terms that nc·t~d 10 !:;_' d::i"mt."J Fir.sJ 1)f
all what is acrual!:v a language? It
through the
USt'
l:an
be de-fined as a t'or•n
uf sounds and symbnls It is nho
l.l!lf
di" ,:onmJunil:i!1H.•i1 lliillnh·
,}f i!w
\\;t\ ~: ();' !.:.1ln;vi11~
5
Language can be divided inro three different rvp(·S Firsr lhere ~~ bnd\ :;ilt;.;:.tw1:Je.
which has no signincance in this essay so n 1vil! l)nlv be n1enlioned Th~:~n tht·re It'
Vlrittcn language. Here communication is through ~ymbols that haH~ hccn pw lO~felht::r
Jll order to form chains iJr' symbols \vhich have a meaning that \n~ been ,1g11..:vd upon
Lastly there is spoken language. Spoken language \'lorks in rhe same \V<J> ;:s \,\ r!nen
language. only ht::re sounds are wwd mstcad of symbols B(lth
~poken
:md
'·\THtcn
c\phHI'I\:(1
ii! tHOI't'
10
languages are abstract and concrete
The arc<Js of knowing also have to be addressed Since
tile~,\\ 11!
bt.·
depth laler on m the essay Lhev \Viii nnl\ be slaied hel't' ·1 ht!\ rl!'t:' rhc dl h
lh': :nnu<tl
sciences. ethics, math, the :;ncm[ ':>Clcnce!-. and hi:-:;tor\
15
The most. important term to detine in rhis essay is /( equ3i :mponanc:..'
n
r·.qu<d
imp011-{1!1CC is the degree o!' significance things havt'!. 1.11 other vvnnb i:' \Hk thing
should be preferred over an other. Jn this essay equal importance: is c()mparing
\vhetber written and spoken language have the same weight in comnntniGt1ion 111 rhe
20
ditTerent areas ofknow'mg
Spoken language is defined as a
'.< phon1c substance·.~
, m mher '<vnrcl-,. E
!,;,
mad~;.· up
of sounds that you can make and hear. These sounds t.:an dumge between di!ferent
places, and the person \-VIlO is being talked to C<W o!1en inf!uenGt' t·hl" ..:;ound:-. tiwr
being used An example ofthls is a child In t!w huginnmg wht·n ht: or :~ht·
language consistent of simple sounds is being usccL then as the c.hiid gr~;w~.
11.:
:·11'!:'
~· . kd>\.
rJh:
:-<nunds
in the ianguage become more and more cornplicmecl
1 D11vid Crystal. The Cambridge encyclopaedia of the English l<mguagc. C:Hnbridgc lJniYcr:sit.\ Press
!995.
-J)
Theory of knowledge assessment exemplars
a
25
Example 5
Spoken language is also addressed directly to the li::;h~ner, \vhich
that !t is more persona! it will also be more
::.;lnce tht'
sp(Hliane:{.)US
atfected by factors such as the body language of the persGn the
ln spoken language there are also many dil'tt;rent variations
-:.pe:tkt:~r -~an
sp-~~·•k~.~r
;~f
cases J1l(:ans
111 mosr
the
bt::
~pc·:d~itttl
is
!cu1gua_~,\._:.
to
:-th.:h :1s
30
::;lang or various dialects.
\,Ynlten language is defined as a «graphic substance.,," in nther \\·orci;.; it 1s :;vrnhn!:--~
that can be understood by looking at them, just !ike the letter" Jnd v.ord:-:
lil till~,\:~:-;~\':
VVhereas spoken iangunge is a direct and spomnneous language ,_vrinen
me~wt to
put_!~1tll
be read later than when it
it {n many
l~a:)es this
i~;
is
wrinen and dwrei't1rc more \Vurk mnv iHJY<.' he'.'!l
35
vv·ill also make rhc te:--,:t mon.: U!'i.!,tl.11i~:ed
\Vritten language can be wntten over and
()Vt:r aga111
nn11l r!w
\'vrlh~l i:-. ,:::"il!,_,_;~H.·d 1>..:1\;
tllf.~ \\
the work, this can not be done in spoken language Thi:; a!knvs
mistak~s and when the final
!nn~uage
ritt'"r·
l("l
corrl':c\
resuh is finished no one \viil knO\.\ :thou\ th<:m Thl'
l~l~!
ihat \vritten language is kept as documents will a!sn mc1ke th(-'11\ t2:<:hler 1u kcq1 This
will allov..r us to have things such as historical
document~
thtH are
Although there is a distinct division berwecn lllese two
them <:an be the other For example: a teleprompter
\Vrl1if.·n
rype~ t1f
!S.
used
in
in ihc
langn:-1ge,
40
na:-:1
~ach
o!·
pince:-. likt· news
programs on TV. Here someone has written dovln exactly wh;:n the ne-w..:. r111chnr !s
supposed to say. The news anchor knovvs a speeiai technique \Vhi;.:h a!l:J\\S hirn or her
to read exactly w·hat is written and make
it look like he or .->he 1;-;n'1
45
rcadal~l \\hHt ·t·ll(;;\
are saymg
The arts are neither written nor spoken, although musical
l~:ric:-;
ma\' b·:·
Golil!l<:'d a~
spoken language. The a11s are a way or con1municr:nmg emotion.-.; T!li-; doc:-: .;o tha1
not everyone can understand that lt is a form of comrnu.nication. \:Vn1cb ur •;ymbols
can be imponant aspects of paintings, just like lyrics to a song. but thi:; is
lh11 trw~
so
f(u·
all. Therefore it can be said that neither written nor spoken language have any
signitlcant importance to the arts
: Da\ id Cryslal. The Cambridge cncyclopncdi<l of !he English !:mgunp,c, c,lmbridgc
u lH\ Ci"Si1)
Pre::;~.
1!)95,
J)
Theory of knowledge assessment exemplars
2
Example 5
[n the natural sciences both
\VTitten
anc! ,:,poht>n
!angtHl!~.S:~''·
greatl·y. The spoken language th(]t names the actual name.s
;m··
OI,
~''lll 1iw· ~lin-'~:;
IJS.r:d
compuunds
ill\~
u;.;-:d
tl1
55
most cases. however the names of the biggest compounds arc not :)puken because they
are too complex For the \.Vritten language the natural sciences almo:-;t lla\'C n-" own
language. This language consists of notation . and it is m<:Jinlv
u~cci
~wmmp:
!l):
compounds /\ notarion would have a different spoken name, which r:nukl a!$c• !.1e
written the spoken wny An example of this is NaC!. ;.vhJch in full Terms \\(Jtdd me:m
60
sodium chloride. which to most people is common wbie 'alt
For most people ethics
IS
something they have !t;aJTn
!hrnusll~:nmmon s~:rl'-.•,·
,:r ~h!ngs
they were told during their childhood and adolescence Fthlc'-> rnaiilly ·:Olhhi~ ot'o1al
traditions and things we have been told. and later nn in !ife
(on'-:lt!~lon:-.
1\·C
drav,
based on the things we have been told_ Hcnvevcr. rhere havt.~ hecn \\rH1~'n hnok·~ abnut
ethi(;S._ but then again this is just spoken ideas that kt\,e been ,.,. rirtc-n do\'· !J.
\;,
;t
65
"·:m
\an~urtf.Lt
be ::;aid that spoken language is more important to e1hies thml \Vriu·.::n
[n math there is not a complele spoken language because !hen: art· manv !hin~s thJ!
cannot be said so that they make sense. Hov;ever it is a cornplete wrilten
~omeone
1an~uage
lf
who knows mathematical language sees 1he equation ·.,-!·\''",;3 7 they- vvi!l
understand \:>..·hal it means and fr0m the context they v-.:il! knO'-V \-vhal
t'.)
70
do :n ordet ll.i
solve the probiem. Therefore it can be said that written langunge is more i!l'q)ortanr
!!l
math than spoken language.
In the social sciences the
most
imponant thing is to be:. able
ld
spe;ak t-n
to get infOrmation i1 is important to ask people questions anci listen
!.C!
'.;\IH·J <
rn
<)i
r!e1
\\·h8! iht' have
75
to say. Questionnaires can be used in order to ger infOrmation as 't-vcll. hut in a way
this is the same as interviewing people. You can also have various written
terrn~: ~-;uch
as medica! and economic terms. Although these mainly are written thev can be -;pol.: en
as well. so they will not have a big imp011ancc when it come~ to finding the most
important language. TherefOre we can sec that spoken language is most important in
the social sciences because it is the main way inf()rmation and kmw.:ieclge
80
IS
communicated.
Jn history there are several documents such as movies and recorded
3
Theory of knowledge assessment exemplars
speech:·~
that
ar~
3
Example 5
very important However there are tar more doc..:umenfs that art; wr\tt~n- nnd m<~nv of
the speeches are also saved as rranscripts. Through documents •;uch a::>
rht~ L-;.gypt\c~I1
85
hieroglyphs and the i\!layan inscriptions historians have learnt a grenr (kal about ilh::
past. T--iere it can be seen tha1
ever~'thing
that is \vritt('n drnvn is e:1sier 10 keep. nwinly
because it can be stored El\-vay for years without any of the mformation
and it can still be read somerime in the future. This cnn
bl~
speeches as \veil. but since the quality ckcrease.;; for each
~enin_g ltJSL
done \\ith 1hings such :1s
tim~:- th(:-\· :tn~
pbl\"•.:d. :mel
90
since lec\mology is improving so rapidly. it will be nlt)re dilfl;.:u1l r'.) pit!\ 1hc!li 1:: ;_he
future. Therefore it can be seen that. written documents are n
bett~r \\:a:: tJ!' \-;~:e:r"lmg
documents, and since that is hov: we have learnt so mnnv
;hln~~;
written language is more important than spoken langllage in
p~lSl,
,)bout dk
hist~:>ry
To conclude it can be said that language does not play a role of equ;:-d importance in
the different areas of knowing. It varies rrom area to area. r111d the diiTercn1
language have different levels of importance on the areas nfkno\ving
be said that language is lea::>t important in d1e
iyp~:::s
Ho\\it~\·er
95
of
it nm
~1rts. becau~c ~pd!..l::n d1Hl "'-Tittt~H
language as we know it is not used that much
It can also be concluded that written language in manv cast's
i.~ 1111 ll\~ nnp(lrtflnl
that
100
spoken language. This can be seen in history. math and the natural scienc0::- However
it is difficult to agree upon the ievels of itnport8nce in manv areas
becnu~,e
dif!Crcm
people will rate the impol1ance level differently
J}
Theory of knowledge assessment exemplars
4