IB Theory of Knowledge (TOK) SL Theory of Knowledge Example

The student sustains a clear, defensible line of argument throughout, rather than drifting into description, and their overall position is consistently tied to the question.

The student's examples are generally specific and relevant, especially where they use Curie/pitchblende and historical investigation to show doubt as a trigger for inquiry.

The student shows good awareness of contrasting epistemic positions, especially the tension between trust in established knowledge and the need to question assumptions.

The student's essay is well structured and coherent, with a logical progression that helps the reader follow the development of their claims.

The student's evaluation does not yet become precise and discriminating enough for the top band; several judgments remain somewhat broad or under-justified.

Some TOK concepts are handled a little imprecisely, especially where distinctions between justified skepticism, methodological doubt, and denialism need to be sharper.

A few theoretical references are underdeveloped in application, so they support the argument less strongly than they could.

At points, the essay implies stronger conclusions than the evidence fully supports, especially when comparing how doubt functions across different areas of knowledge.