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

The student maintains a clear and sustained focus on the prescribed title and keeps returning to the meaning of “only.”

The student uses Mathematics and the Arts in a way that supports genuine analysis rather than simple illustration.

The student's examples are specific and relevant, especially the distinction between applying a theorem and understanding it, and the discussion of Su Shi’s work.

The student shows awareness of different perspectives and includes some evaluation of how context can deepen or limit understanding.

The student's essay is coherent overall and ends with a synthesis of the two areas of knowledge.

Some claims are a little too absolute and would benefit from tighter qualification.

At times, the essay moves between different meanings of “understanding” without defining them early enough.

A few comparisons could be pushed further to examine limits, counterexamples, or alternative interpretations.

The conclusion would be stronger if it explicitly distinguished practical use from deeper explanation and acknowledged the role of the viewer’s own context.

The student's referencing details should be checked carefully for internal consistency and reliability.