Documente Academic
Documente Profesional
Documente Cultură
may NOT discuss your IB mark (and in any event, their mark is at best,
PROVISIONAL; and not necessarily indicative of your final mark)
LATE POLICIES for this assignment: LATE FIRST DRAFT = -50% of the
mark awarded; no guarantee you will receive meaningful comments from the
instructor or from peer reviewers in time to make changes; LATE PEER
REVIEWS = 0 (zero); no credit; because you have DEPRIVED a peer of their
need for appropriate commentary in the polishing and revision of their
papers; LATE FINAL PAPER = 15 points if received within one week of the
deadline; an IB mark will be submitted without penalty; you may have given
up the right to have your mark moderated / averaged by the internal
assessment teachers (thus, scored only by Dr. VanderWilt and not the other
teachers); 0 points if received after one week of the deadline; an IB MARK OF
0 (zero) will be submitted to IB as you will not have completed the paper in
time to submit a score (IB imposes an absolute deadline)
Link to Syllabus:
STATED THEME or PRESCRIBED TEXT as given in the PHILOSOPHY SYLLABUS
Expression
Has the student met all the formal requirements (that is, has the student stayed within the word limit of 1,6002,000 words and provided
the following information)?
o
Title
Number of words
A copy or description of the source material used for the philosophical analysis. Texts of over 200 words (poems, novels,
newspaper articles) and film/movie scenes or television scenes/radio shows (not the whole movie or show) must be described in
no more than 200 words.
Achievement
level
Descriptor
The student expresses some basic ideas but it is not always clear what the argument is trying to convey. The use of language is
not appropriate to philosophy. All formal requirements have been met.
The student presents some ideas in an organized way. There is some clarity of expression but the argument cannot always be
followed. The use of language is not always appropriate to philosophy. All formal requirements have been met.
The student presents ideas in an organized way and the argument can be easily followed. The use of language is appropriate to
philosophy. All formal requirements have been met.
The student presents ideas in an organized and coherent way and the argument is clearly articulated. The use of language is
effective and appropriate to philosophy. All formal requirements have been met.
The student presents ideas in an organized, coherent and incisive way, insights are clearly articulated and the argument is
focused and sustained. The use of language is precise and appropriate to philosophy. All formal requirements have been met.
To what extent does the student apply the skills of philosophical analysis to material of a non-philosophical nature?
How well does the student demonstrate an understanding of the philosophical arguments, concepts and perspectives used?
Achievement
level
Descriptor
The student demonstrates a superficial knowledge of philosophical issues. There is only a limited application of the skills of
philosophical analysis to material of a non-philosophical nature. There is only a basic understanding of the arguments, concepts
and perspectives used.
The student demonstrates some knowledge of philosophical issues. There is a basic application of the skills of philosophical
analysis to material of a non-philosophical nature. There is a limited understanding of the arguments, concepts and perspectives
used.
The student demonstrates satisfactory knowledge of philosophical issues. There is a satisfactory application of the skills of
philosophical analysis to material of a non-philosophical nature. There is a satisfactory understanding of the arguments, concepts
and perspectives used.
The student demonstrates a good knowledge of philosophical issues, which is used effectively to support arguments. There is a
convincing application of the skills of philosophical analysis to material of a non-philosophical nature. There is a convincing
understanding of the arguments, concepts and perspectives used.
The student demonstrates a comprehensive and in-depth knowledge of philosophical issues, which is used incisively to support
arguments. There is a compelling application of the skills of philosophical analysis to material of a non-philosophical nature. There
is a compelling understanding of the arguments, concepts and perspectives used.
To what extent does the student identify stimulus material that is appropriate for philosophical analysis?
How effectively does the student analyse the stimulus material with the aid of supporting material from other areas of the course?
To what extent does the student identify and analyse appropriate examples and counter-arguments?
Achievement
Descriptor
level
12
The student identifies appropriate stimulus material in only a limited way. There is little analysis and few or no examples are
given.
34
The student identifies and analyses some appropriate stimulus material and some appropriate examples are used.
56
The student identifies stimulus material that is nearly always appropriate. There is a satisfactory analysis of this material. The
examples used are appropriate and give some support to the argument.
78
The student identifies stimulus material that is always appropriate. This material is analysed in a thoughtful way. The examples
used are appropriate in their support of the argument. Counter-arguments are identified.
910
The student identifies stimulus material that is clearly appropriate and the implications of this material are analysed in detail. The
examples used are well chosen and compelling in their support of the argument. Counter-arguments are identified and analysed
in a convincing way.
How well does the student develop and evaluate ideas and arguments?
How well has the student demonstrated that non-philosophical material can be treated in a philosophical way?
Achievement
level
Descriptor
12
The student develops ideas and arguments in a basic way with little or no evaluation of them. There is little evidence of a
philosophical treatment of non-philosophical material.
34
The student develops some ideas and arguments but the development is simple, or is asserted without support or reference.
There may be some basic evaluation of the ideas and arguments but it is not developed. There is some evidence of a
philosophical treatment of non-philosophical material.
56
The student develops ideas and arguments in a satisfactory way and evaluates them to some extent. There is evidence of a
philosophical treatment of non-philosophical material. There is some evidence of a relevant personal response.
78
The student develops ideas and arguments from a consistently held perspective. Evaluation of the ideas and arguments is
effective. There is good evidence of a philosophical treatment of non-philosophical material. There is good evidence of a relevant
personal response.
910
The student develops ideas and arguments from a consistently held and well-justified perspective. Evaluation of the ideas and
arguments is compelling or subtle, and convincing. There is a convincing philosophical treatment of non-philosophical material.
There is strong evidence of a relevant personal response.
Optional themes