IB World Religions SL Internal Assessment Example

The student gives a clear personal and academic rationale by linking lived exposure to multiple faiths with the course context and the classification debate. This works well because it explains why the topic is worth investigating, rather than just stating an interest in Mormonism.

The student shows a purposeful research direction by stating an intention to use both primary and secondary sources. That choice is appropriate for a comparative study because it allows direct comparison of scripture alongside interpretive scholarship.

The rationale would be stronger if the student defined at the outset what counts as a “denomination of Christianity” in this investigation. Without criteria such as creed, Trinity, authority, or canon, the research question risks becoming impressionistic rather than analytical.

Consider adding a short justification for why each source type was selected, especially the academic press book and peer-reviewed article. Explaining how each source contributes to the comparison would make the preliminary research appear more deliberately curated.

The student cites sources, but the balance would be stronger with more direct academic engagement on Christian origins or LDS self-understanding. Adding scholarship on how Christianity has historically defined orthodoxy would widen the evidential base beyond overview websites.

What specific evidence makes the date of publication of The Book of Mormon relevant to the question of whether LDS is Christian? Asking this would help the student separate historical origin from theological classification.

The discussion of scripture differences is informative, but several claims remain descriptive rather than evidentially developed. For example, the student should show how the dating, authorship, and canon differences support the larger classification argument, instead of assuming the reader will make that connection automatically.

The student could make the methodology more convincing by listing the exact comparison categories in advance, such as scripture, authority, Christology, worship, and lifestyle regulation. A fixed framework would help keep the study focused and comparable.

The failed interview attempt is mentioned, but it is not turned into a real contingency plan. A stronger approach would explain what the student did instead, what alternative participants or methods were considered, and why the revised plan was more reliable.

The plan still needs a step-by-step sequence. The student should specify what will be compared first, how the comparison will be organized, and how conclusions will be drawn from the evidence; otherwise the method remains broad rather than operational.

The plan is focused and clearly tied to the research question: the student proposes comparing beliefs and practices in Christianity and LDS using primary and secondary sources. This gives the investigation a relevant and workable direction.

How will the student decide which evidence is strong enough to influence the final judgment? Reflecting on this would help turn the plan from a general description into a deliberate method.

The student selects a significant comparison point by focusing on scripture rather than only on lifestyle. This is valuable because canon and textual authority are central issues in debates about Christian identity.

The findings identify important differences, but the paragraph is still mostly comparative description. To move into stronger analysis, the student should explain what each difference means for the classification question, not just state that the two traditions vary.

The section relies heavily on lifestyle rules, but the reasoning for the final classification needs stronger attention to core doctrinal markers such as the Trinity, the nature of Christ, and authority. Without that, the findings do not fully address what usually defines a Christian denomination.

The claim that LDS members follow “a vast amount of rules and regulations” is broad and would be more convincing if the student compared these rules with specific Christian traditions. A more precise comparison would avoid implying that all Christianity has only minimal regulation.

If the student compared LDS beliefs with Nicene Christianity rather than with Christianity in general, would the conclusion change? This question could sharpen the analysis of what kind of Christianity is being used as the benchmark.

Consider pairing each LDS practice with an equivalent or contrasting practice in a named Christian denomination. This would make the findings more directly usable in the conclusion because the reader could see exactly how the traditions align or diverge.

The research question is concise and clearly aligned with the topic of comparison. This is a good foundation for format compliance because the whole investigation can be organized around one explicit line of inquiry.

The reference list splits titles and URLs across separate lines, which makes entries harder to read and less professionally formatted. The student should present each source as one complete, consistent reference entry.

The submission includes a dedicated references section, which helps the reader separate the main analysis from the source list. That structure supports academic transparency and makes the work easier to verify.

The reference entries are still inconsistent in style and completeness. For example, some entries lack full publication details or standard punctuation, so the student should adopt one citation style consistently across all sources.

Consider checking every reference against a single citation guide before submission. A final consistency pass would help the bibliography read as a deliberate academic list rather than a mix of partially different styles.

Several references still look incomplete or unevenly formatted, especially journal and web sources. The student should ensure that author, year, title, publication, and access details follow one consistent pattern throughout the list.