Criterion B: Knowledge and understanding
This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question, or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied, and additionally the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.
Descriptor
Things to Look for in a Lit. Essay
0
The work does not reach a standard outlined by the descriptors below.
Knowledge & Understanding
Integration of secondary sources reflects understanding of their connections to the primary text
Emphasis placed on specific and detailed discussion of the primary text.
Avoids lengthy descriptions of historical and/or biographical contexts
Moves beyond description of plot and/or character development
Use of Terminology & Concepts
Clear use of terminology
Specific and direct application of the terminology
Avoids broad/sweeping reference to techniques
Precise use of language (beyond terminology) to articulate points
1–2
Knowledge and understanding is limited.
The selection of source material has limited relevance and is only partially appropriate to the research question.
Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostly descriptive with sources not effectively being used.
Use of terminology and concepts is unclear and limited.
Subject-specific terminology and/or concepts are either missing or inaccurate, demonstrating limited knowledge and understanding.
3–4
Knowledge and understanding is good.
The selection of source material is mostly relevant and appropriate to the research question.
Knowledge of the topic/discipline(s)/issue is clear; there is an understanding of the sources used but their application is only partially effective.
Use of terminology and concepts is adequate.
The use of subject-specific terminology and concepts is mostly accurate, demonstrating an appropriate level of knowledge and understanding.
If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion.
5–6
Knowledge and understanding is excellent.
The selection of source materials is clearly relevant and appropriate to the research question.
Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are used effectively and with understanding.
Use of terminology and concepts is good.
The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective knowledge and understanding.
Criterion C: Critical thinking
This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the research undertaken.
Descriptor
0
The work does not reach a standard outlined by the descriptors below.
Research
Evidence of close reading of the primary text evident throughout.*
Analysis / Discussion / Eval
Avoids structuring essay around description of plot.
Topic sentences used throughout to introduce elements of the argument and make organization of the essay clear.
Quotations from both primary and secondary texts are accompanied by specific discussion of the way(s) that quotation works into the students argument.
Avoids simply adopting the views of literary critics by using secondary evidence to::
Challenging the experts
Using common interpretations to start new discussion
Clear attention to the impact of language, style, and structure throughout
Personal views/ interpretations are not just stated, but supported by evidence from the texts and discussion of that evidence.
Conclusions should be synthesis of ideas instead of summary
*Close reading is detailed analysis of small sections of text.
1–3
The research, analysis, discussion and evaluation is limited.
The research presented is limited and its application is not clearly relevant to the RQ.
There is limited analysis.
Where there are conclusions to individual points of analysis these are limited and not consistent with the evidence.
An argument is outlined but this is limited, incomplete, descriptive or narrative in nature.
The construction of an argument is unclear and/or incoherent in structure hindering understanding.
Where there is a final conclusion, it is limited and not consistent with the arguments/evidence presented.
There is an attempt to evaluate the research, but this is superficial.
If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than three marks can be awarded for this criterion.
4–6
The research, analysis, discussion and evaluation is adequate.
Some research presented is appropriate and its application is partially relevant to the Research question.
There is analysis but this is only partially relevant to the research question; the inclusion of irrelevant research detracts from the quality of the argument.
Any conclusions to individual points of analysis are only partially supported by the evidence.
An argument explains the research but the reasoning contains inconsistencies.
The argument may lack clarity and coherence but this does not significantly hinder understanding.
Where there is a final or summative conclusion, this is only partially consistent with the arguments/evidence presented.
The research has been evaluated but not critically.
7–9
The research, analysis, discussion and evaluation is good.
The majority of the research is appropriate and its application is clearly relevant to the research question.
The research is analysed in a way that is clearly relevant to the research question; the inclusion of less relevant research rarely detracts from the quality of the overall analysis
Conclusions to individual points of analysis are supported by the evidence but there are some minor inconsistencies.
An effective reasoned argument is developed from the research, with a conclusion supported by the evidence presented.
This reasoned argument is clearly structured and coherent and supported by a final or summative conclusion; minor inconsistencies may hinder the strength of the overall argument.
The research has been evaluated, and this is partially critical.
10–
12
The research, analysis, discussion and evaluation is excellent.
The research is appropriate to the research question and its application is consistently relevant.
The research is analysed effectively and clearly focused on the research question; the inclusion of less relevant research does not significantly detract from the quality of the overall analysis.
Conclusions to individual points of analysis are effectively supported by the evidence.
An effective and focused reasoned argument is developed from the research with a conclusion reflective of the evidence presented.
This reasoned argument is well structured and coherent; any minor inconsistencies do not hinder the strength of the overall argument or the final or summative conclusion.
The research has been critically evaluated.
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