HOW TO STRUCTURE THE TOK ESSAY

The following structure is a foolproof, step-by-step method you can use on any ToK essay to get very high marks. It really works. Before you can begin your real/final essay, you ll need to take the title !something like"#$hat is it about mathematics that makes it convincing%& and come up with a KI that turns the title into a 'uestion of knowledge. (or e)ample, #To what e)tent is math more reliable than other areas of knowledge%&*. +t ,I we encourage you to begin the KI with words like" #To what e)tent-&,& #.ow do we know that-,& #.ow reliable is-,& #.ow certain is-& These kind of open 'uestions allow you to pull in multiple perspectives !+oK s and $oK s, as we ll talk about*, so you can show your T/K thinking. +lso make sure that your 'uestion is directly related to knowing0that it is a 'uestion about knowledge. 1econd, take your KI and choose three aspects of knowledge you re going to relate it to" any of the +reas of Knowledge !2athematics, .uman sciences, 3atural sciences, the +rts, 4thics, and .istory* or the $ays of Knowing !1ense perception, 5eason, 4motion, 6anguage*. Then you can e)plore these in your essay. 4ach body section will look at another area of knowledge or way of knowing. To e)plore the KI we came up with above, let s use 2athematics, 3atural 1cience and 4thics as our three aspects. 4ach of these parts can be thought of as arguments you re making. Think of a court case. 7our lawyer will make the case that you can t be guilty of robbing the bank !her thesis*, by using several arguments !claims*8 she ll show that +-you weren t there, B-you re are a moral person and ,-you don t have the technical knowledge to pull off a 9ob like that. .owever if your lawyer was a ToK student they would also be e)plaining : reasons why you might be guilty !the counterclaims*. +-someone said they saw you there, B-you did lie to your mom about candy one time and ,-you are pretty good at computers. The formula has ; sections and < paragraphs overall and specific aspects need to go in each. 1ection =" The Introduction =;>-?>> words -Give your KI. (or e)ample, #To what e)tent is math more reliable than other areas of knowledge%& -State your thesis. $hat is your short answer to the KI !your 'uestion of knowledge*.#$hile looking at mathematics, natural science and ethics, we will see that mathematics isn t necessarily more reliable8 however, we will see that knowledge is different in different fields.&

-Give us a roadmap, a sentence that gives us a preview, showing us what you re going to do in your body paragraphs. 2ake it clear how you are going to e)plore the KI, which ways of knowing and/or areas of knowledge you re going to use. This will make it easy for the marker to know what to look for. +n e)ample" #2athematics can be seen as more reliable because it uses reason. 3atural science can be less reliable because it relies on observation. +nd ethics can be less reliable because it is related to the norms of a person s society. & 1ection ?" Two paragraphs totalling @>> words -Claim. + claim a topic sentence that outlines your argument about the about the KI. (or e)ample you could claim that, #2athematics can be relied on because it is a purely logical system.& -Explain. 4laborate and clarify your claim. #2athematics is a)iomatic and independent of sub9ective e)perience.# -Example. + real life e)ample, to clarify and support the claim from your own e)perience. 4)amples should be personal, specific, precise and real. Aid something happen in your 1cience class% Aid you have a conversation with your or hear a story from your grandfather% These are evidence from your own life rather than e)amples from Aarwin or 6incoln. 1o you could talk about how, #In mathematics we learned that the inside angles of a triangle, in 4uclidian space, sum up to =B> degrees.& -Counter-claim. +rgue against your claim above. #.owever, it is possible to come to different conclusions using different systems of mathematics.& -Example. +n e)ample that supports your counter claim. #There are different It is not possible to demonstrate that the interior angles of a triangle e'ual =B> degrees in 4uclidian space, this cannot be proven within other systems, such as spherical geometry or hyperbolic geometry.& -Link to KI. Cuickly sum up the !complicated* insights of this section. #It is therefore clear that mathematics is reliable to an e)tent, but often it can only show something to be true within one fi)ed system or approach.& 1ection :" +nother two body paragraphs, looking at your second +oK or $oK. $rite these using the same approach you saw in paragraphs ? and :. @>> words -Claim. -Explain. -Example. -Counter-claim. -Example. -Link to KI.

1ection :" +nother two body paragraphs, looking at your third +oK or $oK. $rite these using the same approach you saw in paragraphs ? and :. @>> words -Claim. -Explain. -Example. -Counter-claim. -Example. -Link to KI. 1ection ;" ,onclusion with two paragraphs totalling ?>>-?;> words -Implications and significance. $hy is it important that we know about this% - erspective. 4)plain another view that someone may have !i.e. an older person, someone who s had different life e)periences than you* -Sum up the argument. The thesis again, in short.

HOW TO MEET ALL OF THE TOK ESSAY REQUIREMENTS +s you write !before and during your writing, and then again when you edit* touch base with the grading criteria. 7ou can find that document here, a. 2ake sure you understand them and then make an effort to ad9ust your essay so they match the criteria. ToK e)pert 5ichard van de 6agemaat has done a really great 9ob of summariDing the criteria with this table"

and to remember these, he has also created a mnemonic, #the @ , s&" +, B, ,, and A roughly stand for ,ontent, ,reativity, ,ritical thinking and ,larity. 6et me e)pand on these" ,/3T43T !+*" 1how thinking about the knowledge issues ,54+TIEIT7 !B*" 1how individual/personal insights, that you can think for yourself ,5ITI,+6 T.I3KI3F !,*" 1how thinking about arguments and counter-arguments, that you not only understand the theory involved, but also the weaknesses of these theories. ,6+5IT7 !A*" 1how that you have done a great 9ob editing your essay8 you have structured it so well that it s easy to understand and accurate

Top 10 tips for getting to top marks on your Theory of Knowledge essay.
=. +ll ToK essays are cross-disciplinary8 they are never 9ust about one way of knowing !perception, language, reason, emotion* or one areas of knowledge !mathematics, natural sciences, human sciences, history, ethics, the arts*. In general you ll want to include at least :. But be careful about which ways of knowing and/or you re going to include. 5eview all of your notes to refresh your understanding and make sure you re seeing the relevant connections and make sure !after you ve done your research* that you have interesting points to make !claims and counter claims*. ?. 2ake an outline first. The outline is your road map and it s where you make a lot of your ma9or decisions. It will also help you to develop an argument, with each paragraph building on the one before. :. 5esearch in a lot of different ways" websites, your class notes, talking with people !parents, classmates, your teachers*. (ind arguments which support both sides of !for and against* your thesis and e)amples that support your claims and counterclaims. +s you develop insights you can use, make sure to record them. @. 2ake sure you have clarified the scope of your essay. 2ake it clear, in your introduction, which +/I s and/or +oK s you re using. +nd define your key terms carefully, in ways that are useful to your argument. Aictionary definitions rarely do this. ;. It s easy to forget that ToK is about developing your ability to think for yourself. Five yourself some time away from your outline, to reflect before you begin your real essay. +nd then try to give yourself a few breaks from your essay as well, so you can come back to it with fresh eyes. It s hard to see the weaknesses of your thinking while you re busy trying to get it done !i.e. in a hurry*. ,ome up with your own ideas. G. 5ead at least : e)amples of e)cellent ToK 4ssays written by other people. .ere is one.

H. Keep editing. 4ach of your paragraphs should show opposing viewpoints concisely. ,ompare two opposing ideas about how natural science might relate to your knowledge issue. B. Ise specific and 'ualified language. 5ather than writing that #all science always provides useful insights,& instead say that, #chemistry often provides useful insights.& $ords like often or sometimes !instead of always*, might or could !instead of should* help to keep from overgeneraliDing or saying more than you can actually support in your essay.

<. To prove your essay s thesis you ll need to rely on evidence. Earious types of facts are fine !'uotations, statistics, - In all things, avoid using clichJs and common e)amples. If you can use e)amples that the marker hasn t heard before this will show that you are thinking for yourself. => 5ead it out loud, after you have finished it. This will help you to find mistakes and areas that don t flow as well as you thought.

Q1: Disagreement and knowledge People generally do not like disagreements. They would prefer to have others agree with what they say. Imagine then how the world would be if there were no disagreements? Nice right? Peace, calm and order throughout. Thomas: ou know, you said the other day that a ! "m. I think it should be " ! ma, but it#s okay, I will agree with you. $ardy: eah, I guess you#re right. %et#s keep it with a ! "m. Thomas: &hat about the theory that the sun orbits the earth? I really think it is the other way around, that it is the earth that orbits the sun. $ardy: There you go again Thomas. 'top rocking the boat will ye? (ust agree with the e)isting theory. Thomas: I guess so*and yet, I wonder*what will the future be like? &ill we always agree with one another? &ill the day come that someone boldly disagrees? $ardy: &atch it man+ They#ll have you burned at the stake if you keep talking like that* Conclusion disagreements have a wonderful way of aiding the pursuit of knowledge.

Q2: Of general patterns and particular e amples This is the real story of how Newton discovered gravity. Newton loved resting under trees. That was his time for day dreaming before taking a nap. $e would rest under a pear tree. Now the thing is, trees don#t like humans resting against their trunk. &ould you like moss to grow on you while you sleep? 'ame argument right? ou be rooted somewhere long enough, somebody gets smart and decides to rest there. $ow does a tree teach a human a lesson? 'ooner or later, he would get an unwelcome pear landing on his head. ,ngry at the tree, he would sulk and continue napping there. The tree, of course not understanding the human nature of sulking, couldn#t care less. 'o he got hit again, and again, and again*. ,nd then Newton began to see a pattern - when you sit under a pear tree long enough, you get hit by pears, especially when you are asleep. 'o he decided to get away from the danger. Newton went to rest under a peach tree, hoping for peace and .uiet. The peach tree, being a close friend of the pear tree, and sharing the same sentiments, did not take long before it started punishing Newton. Now Newton was getting smart - this time it only took him / peach attacks 0compared to 1 pear attacks2 before he saw the general pattern. ,s you can guess, he moved promptly to the ne)t tree, a good 133 metres away 0the earlier distance was a mere 43 metres2. $e figured if he moved far enough, the curse of the attacking fruits would stop. This was the apple tree. This time, he was ready. $e 5I5 N6T day dream7 he 5I5 N6T nap. $e kept watching the apples, waiting to catch the culprit in action. ,s luck would have it, the apples refrained from attacking, that it, until Newton do8ed off for 9ust a few minutes. &ham+ Newton awoke with a .ueer feeling. $e knew he had discovered something great. :ut what was it? es, the realisation that all fruit trees have an human repellent mechanism. It didn#t matter what type of tree. This was the general pattern that he saw. P.'. In his dream that night, in his bed, not under tree, he dreamed of a new theory named ;gravity<.

!"# ossession of kno$ledge and ethical responsi%ility

T was a man who had much knowledge 1pent many years building up his knowledge base Ised his knowledge to get a great 9ob 1tudied 4thical Theory =>= as part of his course Fraduated morally upright best of the lot 1tarted out as a research assistant In a top notch organiDation 1teadily climbed the ladder Then came that fateful day $hen he had to bribe some government official 4thical Theory =>= tugged at his heart The million dollar contract tugged at his wallet 4thical Theory =>= went flying through the window Then came that proposal To harvest organs from death row prisoners .ow could he refuse% $ith a ,4/-ship position waiting for him% /nce a ,4/, boy did he outdo himself .e launched a grand new scheme

To introduce a new disease (or which only his company has the cure $hat ethics are you talking about% Knowledge e'uals wealth e'uals power

!&# 'emory( imagination( intuition

+ tale of three dogs There were three dogs who were the best of dog friends. They would get together every evening at a nearby talk to chat. Their names were Aog Aay, Aog 6ife and Aog Fone. /ne day, Aog Fone came e)citedly with something in his mouth. Aog 6ife said, #Aog Fone it, spit out that thing. ,ats drag things home, not dogsK& Aog Fone spit it out, but not before he reached to where his friends were. It was a black bo). ,overed with Aog Fone spit. Aog Fone said, #Fuys, this is a cool e)periment, trust me&. Aog Aay asked, #Lray, tell us why&, rolling his eyes at Aog 6ife. #$ell, I heard my master s son talking about it. 7ou re supposed to guess what is in the bo) without opening it. 4ven better, the master tested his son to do it without using sand surs, whatever that is. .e wanted the boy to use memory, imagination and intuition&, said Aog Fone. Aog 6ife said, #/kay, we ll humour you. 7ou do memory, I ll do imagination and AA will do intuition&. #5ightK 2emory. I m sure it s a bowl of dog food. I remember hearing a bell when I first saw the bo)&, said Aog Fone, drooling badly as he said it. #Aog FoneK .ow many times have I said to stop thinking about bells and bowls of food% 7ou may be the great-great grandson of Lavlov s dog, doesn t mean you only memorise the sound of bells. +nd stop droolingK& said Aog 6ife.

.e continued by saying #imagination-hmm.. yes, yesK I can imagine a big fat 9uicy steak&. #/h my, how clever of you. $hat an imaginationK& said Aog Aay. #+s for me, intuition. 2y gut feeling is-& but he was rudely interrupted by Aog 6ife. #Aon t get me started on that gut of yours. $hen was the last time you got dewormed%&, asked Aog 6ife. #.ey, feelings okay% Aon t go there. 2y intuition tells me premium 'uality dog biscuits&, said Aog Aay. #That s 9ust wishful thinking. Lrove that it s intuition&, said Aog Fone. #7our memory is gone, so you have no right to 'uestion my intuition. +nyway, intuition does not need to be 9ustified. 7ou, Aog 6ife, need to 9ustify your imagination&, retorted Aog Aay. #I do not need to do soK Imagination is a creative force. I will not be forced to e)plain or 9ustify it&, said Aog 6ife. #.ey guys. I shook the bo). Fuess what, I think it s not something that we can eat& said Aog Fone. #.ave you lost your marbles% /f course it must be edibleK&, said Aog life and Aog Fone in unison. #4rm, guys, while you were arguing, I opened the bo). 6ook-& said Aog Fone. They could only watch as marbles rolled out of the bo)-

Cuestion =" ,an disagreement help the serach for knowledge% The command term is not evident here. 1o you 9ust argue based on the title. )nderstanding the *uestion 0 $e often think of disagreements as something bad and counterproductive. This may be true in some cases, but we cannot deny that 'uite often, disagreements can lead to new knowledge. These are typically productive academic arguments. This is especially the case when the arguments are founded on good logic. The fruitful arguments that arise aid in the pursuit of knowledge. To put it simply, you are to argue about how disagreements can aid the pursuit of knowledge. These are disagreements in an academic conte)t, like when researches or scientists argue amongst themselves. .ow% Isually via articles in 9ournals or during conferences, or even when a scientist is presenting a paper. +hat not to do 0 to argue that disagreements cannot aid the pursuit of knowledge. /r to say that disagreements are never good for the pursuit of knowledge. +hat to do 0 argue that disagreements can aid the pursuit of knowledge. 7ou also should argue that knowledge can be produced without necessarily having arguments. This balances out the essay. Link to ,-Ks.+-Ks 0 Ise only /+- +/Ks 0 3atural 1ciences and .uman 1ciences !as stated in the 'uestion*. $/Ks 0 +ny $/K can be used, but logic must be used as one of the $/Ks i.e. logic is an important ingredient for disagreements to take place. ,rguments( examples and counterclaims ,rgument 0 0 In 3atural 1ciences, it is very common for scientists to argue with one another regarding academic findings or theories. $hen a new theory is presented, scientists will immediately try to counter the theory, resulting in disagreements. They may disagree in terms of the set-up of e)periment, methodology, data collection or analysis. These disagreements will result in new e)periments or research being conducted by those who disagree, thereby aiding in the pursuit of knowledge. Example 0 0 1cience 2agaDine !Muly ?>><* reported that a senior member of the science advisory board for +utism 1peaks resigned due to a disagreement on vaccines and its effects. The arguments that caused the disagreement was this 0 that vaccines could be a possible cause of autism. This disagreement aided in the pursuit of knowledge as more research was conducted to disprove this allegation. 1ource" http"//www.sciencemag.org/content/:?;/;<:H/=:;.=

Counterclaim 0 1 $hilst disagreements are good, too many disagreements can halt or slow down the pursuit of knowledge. +t some point, a general consensus is re'uired. /therwise, researchers may not know which direction they should take and may end up confused. ,rgument 2 1 In the human sciences, disagreements also aid in the pursuit of knowledge. .ere, the disagreement may result in new research, as we saw in e)ample =, or it may be in the form of new ideas or perspectives. Aue to the e)periments not easily being replicated in the human sciences, it is common to come up with alternatives points of views. 1o, the pursuit of knowledge can be aided by new views and theories as a disagreement to earlier views. Example 2 1 economists in different countries and within a same country often disagree about the correct method to deal with economic problems such as unemployment, depression and inflation. 1ome may choose to deal with the problem via government spending whilst others may look at ta)ation. $hen they disagree, they will try to come up with different solutions. The new solution represents new knowledge. +n e)ample of a new solution is 1upply 1ide 4conomics, which came after decades of policies based on Aemand 1ide. Counterclaim 2 1 Too many alternative views can end up muddying the situation. 1ometimes, much progress in the pursuit of knowledge can be achieved when we are in agreement, then we can proceed much faster in the pursuit of knowledge.

!uestion 2# General patterns( particular examples and understanding The command term is #to what e)tent&, which means argue from both perspectives i.e. in support and against the given statement. )nderstanding the *uestion 0 (irst, what is meant by #seeing general patterns&% It means seeing a common theme that runs through the data that we have. It can be something that works in tandem, something that works opposite to each other, or something that involves numbers even. In gaining knowledge, we can do so at several levels. +t the most basic level, we have direct access to the knowledge. $e do not need to see general patterns before we gain knowledge. To gain more knowledge though, or to get more out of what we see, it is useful to look for general patterns. 7ou will now be able to see more things and see connections where you did not see any before this. +s regards e)amples, we sometimes gain understanding without re'uiring a particular e)ample. But there are times when we can only understand something when we see a particular e)ample. +hat not to do 0 to argue that we never need to see patterns or that we never need particular e)amples.

+hat to do 0 argue that at times, we do need to see patterns and at times, we do need particular e)amples. Keep a balanced view. Link to ,-Ks.+-Ks 0 Ise two or three +/Ks !not more*. +s none are indicated in the 'uestion, you are free to use any +/K. .owever, do choose contrasting +/Ks. $/Ks 0 7ou 2I1T use 6/FI, and L45,4LTI/3 in the essay. +ny other $/K can be used too. ,rguments( examples and counterclaims ,rgument 0 0 In the natural sciences, it is common to find general patterns after spending some time with the data and facts. /nce we see a general pattern, we gain knowledge. Lerhaps this has to do with the fact that the natural sciences follow the laws of nature, where many general patterns e)ist. Example 0 0 In natural sciences, both 2endeleev and 2eyer published their version of the Leriodic Table in =BG< and =BH> respectively, leaving blank spaces for #yet to be discovered elements&. They were looking for data to fit into their theory, because they had seen a general pattern based on the numbers for e)isting elements. Counterclaim0 1 It does not mean that a general pattern must be seen before knowledge can be gained. 1ometimes, you gain knowledge even when you do not see a general pattern. /r maybe there was no general pattern in the first place% Taking the same e)ample as above, scientists understood the nature and characteristics of elements even before they saw a general pattern, or even if they did not see the pattern. ,rgument 2 1 1ome concepts are 'uite difficult to understand, so we do need the help of particular e)amples. /nly when we see these e)amples do we fully understand the concept. In fact, the more e)amples we see, the more we understand. Example 2 1 In the human sciences, taking 4conomics as an e)ample, we can look at the concept of e)ternalities. 2erely studying the definition will not really help, as you end up with more difficult words such as social costs and benefits. $hen given a particular e)ample e.g. based on a real life situation, then you will truly understand. (or e)ample, say a highway is built. /f course the highway brings benefits for motorists who use the highway !as was intended* but it also affected the lives of residents living nearby the highway !unintended* in a positive way !social benefit* and negative way !social costs*. +n even better e)ample is in 2athematics, where a student would be lost if not given e)ample. In fact, we learn through e)amples in 2athematics. Counterclaim 2 1 There are many instances where you do not need e)amples in order to really understand. The knowledge being passed on is clear enough, so particular e)amples are not really needed.

In history, when e)plaining the events leading up to the ,uban missile crisis, there is no need for e)amples. The facts are clearly understood. /f course, there may be various interpretations of the events !that s what history really is*, but still, there is no need for e)amples. !uestion "# Ethical responsi%ility in possessing kno$ledge The command term is #evaluate&. 7ou are re'uired to e)amine the statement in detail, looking at the statement from several perspectives. )nderstanding the *uestion 0 The right to study and possess knowledge is a fundamental right for every human being, enshrined in every country s constitution. 3o constitution, however, talks about the ethical responsibility that comes with the possession of knowledge. $hat e)actly is this ethical responsibility% It refers to the need to be responsible with the knowledge that we have so as not to breach ethical boundaries !as grey as they are*. There are several ways in which the ethical boundaries may be breached" =. Ising the knowledge for unethical purposes ?. Aisseminating the knowledge for unethical purposes :. 4)ploring academic areas that may be deemed to be unethical 3ote 0" +n e)tensive treatment of #what is ethics& is not re'uired. If done e)tensively, it will detract you from the title. +hat not to do 0 to argue that there is no ethical responsibility in the possession of knowledge. /r that every bit of knowledge carries ethical responsibility. +hat to do 0 to argue that knowledge does at times and in certain situation carry ethical responsibility. To point out that the ethical responsibility varies according to culture and conte)t. Link to ,-Ks.+-Ks 0 Ise two or three +/Ks. I would discourage using ethics as an +/K as you may be detracted by producing long arguments about ethics. This 'uestion is not about ethics per se. $/Ks 0 free to choose. ,rguments( examples and counterclaims ,rgument 0 0 In the natural sciences, much useful knowledge has been produced over the centuries, transforming the way we live, work and play. But we have also seen how the knowledge has been misused. This happens when the people who possess the scientific knowledge have not been ethically responsible. The knowledge is used to further unethical agendas. There is certainly a need to be ethically responsible with the knowledge that we possess.

Example 0 0 Auring 3aDi Fermany, scientific knowledge was not used ethically. 1cientists worked on methods to kill many people with minimal costs and ma)imum efficiency. 1urely this cannot be considered as being ethically responsible% Knowledge from the three natural sciences, instead of being used to make further progress, was used to find more efficient ways of killing people. Counterclaim0 1 1ometimes, scientists will pursue a certain area of study or use the knowledge for a purpose that may be deemed unethical, but they do so in the interest of e)panding knowledge. This is especially so if the study may not be considered unethical in the eyes of the scientist, as ethical standards differ among countries and cultures. ,rgument 2 0 In history, possession of knowledge seems to be rather free of ethical concerns. 7ou merely present the information and knowledge according to your interpretation, which is what history is all about 0 an interpretation of past events. Franted, some representations may be distorted, but we can use our 9udgment to figure that out. Is there really a need to be ethically responsible with knowledge in history% Example 2 1 $hen historians tell us about natural history, they merely present the knowledge as it is. There is nothing to favour here in terms of any national, racial or political interest. In such a case, what room is there to be ethically irresponsible% 1o the 'uestion of being ethically responsible does not even arise. Counterclaim 2 1 4ven in history, at times there can be room for being ethically irresponsible. + historian may write a book that has very skewed views to appeal to a certain nationality or ethnic group for material reasons. .e or she may end up saying things that they themselves don t believe in 9ust to make sure the book sells. Cuestion @ : Intuition, memory and imagination The command term is #propose&. This is a new one from IB/. 7ou are to suggest a new way of knowing. /f course it does not stop at suggesting. 7ou need to argue convincingly. )nderstanding the *uestion 0 This is an interesting 'uestion. The 'uestion acknowledges that the four traditional $oks are not the only ways of knowing available, but they are the most common and easily accessible to all. 3ow let us consider these three suggested areas. The 'uestion is easy in terms of understanding it 0 simply choose one of the three and argue as to why the chosen area would make a good !fifth* $/K in T/K. .owever, once chosen, it is difficult to nail down KIs for the new area. Imagine you are on a committee that has a task of proposing a ; th $/K. +rgue convincingly to support your chosen area !either intuition, memory or imagination* but be balanced i.e. look at the pro and con of the chosen area.

+hat not to do 0 to argue that all three areas given are important. The 'uestion clearly states #inclusion of a fifth way of knowing&. Ao not do a comparative study of two or three of the areas stated in the 'uestion. $orse, do not ever argue that the e)isting @ $/Ks are good enough, and that we do not need a ;th $/K. +hat to do 0 argue based on -3E out of the three areas given. 6ook at how this new area could be beneficial for T/K in two +/Ks. +lso look at possible complications or difficulties. Identify and e)plore KIs in the chosen +/Ks. 7ou may, or should, compare Link to ,-Ks.+-Ks 0 Ise t$o +/Ks only 0 the 'uestion does not specify which +/K to discuss, so you are free to choose. But I would recommend contrasting +/Ks. Ao not, for e)ample, choose 3at 1ci and 2aths, for the contrast is not apparent. $/Ks 0 likewise, you are free to choose. Bear in mind though that you are proposing a fifth $/K, so it makes sense to compare against other $/Ks. ,rguments( examples and counterclaims 3ote# I have chosen #memory& as the fifth $/K, so the following arguments and e)amples are based on #memory&. This is no way means that I ask you to choose #memory&. ,rgument 0 0 In history, memory could become an important $/K. (aced with many facts to be remembered, memory certainly becomes a boon. 2emory is also important to obtain facts and opinions from witnesses to historical events. + knowledge issue that may appear when you use memory as a $ok is #To what e)tent is memory reliable&% Example 0 0 $e learn a lot about historical events by interviewing eyewitnesses to the events. In the absence of written records for whatever reasons, the memories of said witnesses are very important. +n e)ample would be the memories of those who were incarcerated in labour camps during 1talin s era. +s these forced labourers were not allowed to write or keep 9ournals. $ere it not for memory, we would not have been able to read the masterpiece # 6ne day in the life of Ivan 5enisovich<by +le)ander 1olDhenitsyn. Counterclaim0 0 2emory can be fickle and unreliable. Leople forget finer details and make them up as they go along, though not necessarily with bad intentions. +nd then there are those who add on or drop some facts to further their agenda.

,rgument 2 0 In the natural sciences, memory plays an important role too, but perhaps not as important as in history. $e could even compare the sub9ects that come under Froup @, and see that the importance of memory differs according to the sub9ects. + knowledge issue that arises here is #To what e)tent does memory translate into understanding&% $hen one merely memorises facts, there is no guarantee that understanding will follow. Example 2 0 supposing a student merely memorises Boyle s 6aw but does not understand it. .e or she will not be able to apply the law to a given situation. In this case, memory did not really help. Counterclaim 2 0 there are times when memory is essential and whether you understood or not, you still needed to remember certain things. (or e)ample, from Biology, you need to remember e)actly what procedures to follow when you are performing a surgery. Cuestion ;: +ssertion without evidence The command term is #do you agree&. +lthough the 'uestion is #do you agree&, you are re'uired to agree and disagree. )nderstanding the *uestion 0 #assert& in this conte)t means to claim or proclaim. The 'uestion implies that there are certain things which can be asserted without having to first produce evidence. The norm is of course that we first need to produce evidence before we can assert something. 1o the 'uestion is asking you to ponder the following 0 if the claim came without any evidence, therefore we can re9ect the claim without any evidence too. 1ounds rational% 5ight indeed, but not always the case. 1ometimes you need to produce evidence to re9ect something if you want your case to be strong. +hat not to do 0 to claim that evidence is never important, or to claim that without evidence, we have nothing. +hat to do 0 argue that you generally agree with the statement, but further argue that there are e)ceptions to the case. (ocus on cases where evidence is not needed or could not be provided. Link to ,-Ks.+-Ks 0 this is a free for all as nothing is mentioned in the 'uestion about +/K or $/K. 1eeing that this title has to do with a lack of evidence, I would suggest religion as one +/K and faith as one $/K. ,rguments( examples and counterclaims ,rgument 0 0 In the arts, it is 'uite possible for a person to assert something without producing evidence !though this is not to be generaliDed*. This is possible since the assertion may be an opinion, artistically presented, based on the artist idea or observation. There is no need for them to submit evidence, nor are they e)pected to do so. 1o on if free to discard the assertion without having to produce evidence.

Example 0 0 In 'iddharta !by .erman .esse*, the author asserts !via the protagonist* a certain way of life in the pursuit of truth. 3o evidence was presented, nor did we as readers feel a need to ask for evidence. $hat need of evidence was there before we discard the assertions% Counterclaim0 0 But then again, the assertions were 'uite powerful and convincing. It may be difficult to simply discard the assertions. 1ome evidence would be good before we can discard the assertions. ,rgument 2 0 In religion, one may argue that assertions are made without evidence. +n eternal argument in religion is the lack of evidence of Fod. $ithout facts or measurable entities, many claims put forward end up as assertions without evidence. Example 2 0 many religions are based on prophetic revelation. This has to be taken based on faith, so where is the evidence% Counterclaim 2 0 it then depends on how we define evidence. (or believers, the mere act of breathing can be evidence of an almighty Fod. Cuestion G" To trust or not to trust emotions% The command term is #consider&. This means you are e)pected to argue convincingly. )nderstanding the *uestion 0 emotion is generally frowned upon when it comes to a means of gaining knowledge. This 'uestion is forcing you to reconsider the case against emotion. By asking #when we can trust emotion&, you are forced to acknowledge that emotion can indeed be trusted. /f course, you also need to argue the case against emotion. +hat not to do 0 to claim that emotion can never be trusted, or that it can always be trusted. +hat to do 0 argue that you have to be careful with emotion, that at times it can be trusted and at times not. Link to ,-Ks.+-Ks 0 The 'uestion has clearly stated .istory as one +/K. 7ou need /34 2/54 +/K. Try a contrasting +/K. (or $/K, you already have emotion. ,hoose others that are appropriate. ,rguments( examples and counterclaims ,rgument 0 0 In history, we are more prone to be affected by our emotions. This has to do with the nature of history itself 0 it is the historian who determine how history is written. 1ince he or she has national interest or some other agenda to promote, how is he or she to be free of emotion affecting their knowledge% 1o in this case it is 'uite difficult to trust our emotions in gaining knowledge. Example 0 0 If an +merican historian was working on a new book about the 2y 6ai massacre in Eietnam !=<GB*, it would be very difficult for him or her to be free of emotions when writing the book. The natural emotion of love for the country !national pride* would probably skew the perspective that ends up in the book.

Counterclaim 0 0 human beings being what they are, do not operate in the same way even though they come from the same background. 1ome other historian in the same situation may not be affected by emotions in the same way. This historian may be independent enough to say things as they really are. ,rgument 2 0 In the natural sciences, it may be argued that we cannot trust our emotions since this +/K needs a factual and evidence-based process. There is no room for emotion here. Trusting emotions may lead one off the true path. Example 2 0 It was reported that ?>@H research articles were retracted from 9ournals in ?>>B, and the ma9or cause for retraction was fraud. 1o here we can see how emotion cannot be trusted in gaining knowledge. Counterclaim 2 0 +t times though, it is emotion that drives scientists to achieve great success and to relentlessly pursue their area of study.