IB? IB

Tuesday

Bilingualism is good because it improves cognitive abilities. But there are different perspectives.

Wednesday

Science is true because it is based on facts. But facts can never be certain.

The Universe is infinite. But it isn’t, because of relativity - time and space is warped and black holes happen.

The Universe is predetermined and predictable. But it isn’t, because of quantum mechanics - particles don’t play nice.

Thursday

Chaos Theory means that small things have a big impact.

Freaky things in nature happen because of Complexity Theory.

The Universe must have had an observer to exist.

Friday

Richard Dawkins is a douchebag. (I disagree, but most people seem to think so. Maybe because I don’t know any other anti-theists.)

  2. “Only seeing general patterns can give us knowledge. Only seeing particular examples can give us understanding.” To what extent do you agree with these assertions?

Hi there!

I do agree that TOK can be a very nebulous subject, but at the end of the day you just have to realize that it’s a presentation and an essay. Nothing more, nothing less. I’d advise you to pay more attention to the essay, since it is worth more than the presentation and is externally assessed.

For the essay:

Get acquainted with the prescribed titles early on

And by acquainted, I mean sit down on the weekends and have a long brainstorming session (either by yourself or with a group of close friends) about the titles that pique your interest. It is not always a good idea to pick a question and bury yourself into it, only to realize that there were better alternatives all along. Granted, you may be intuitively drawn to one particular title, but don’t let this stop you from making an informed judgment!

Stick to the fundamentals

As nebulous and vague as TOK may seem, there are still a list of core “elements” that all essays must offer. These are: knowledge questions, claims, counterclaims, at least 2 areas of knowledge, at least 2 ways of knowing, real life examples, and implications on the wider scope of human knowledge. These are like trigger words to examiners; the more explicitly you mention them, the more assurance you’re giving to examiners that you know your sh*t and that all those 2 years have not gone to waste. There are no particular order or structure that you have to put these in, but as long as they are prominently and frequently featured in your essay, you’re headed in the right direction.

Don’t be generic

A good TOK essay always include a few paragraphs about you as a knower. If you don’t find yourself talking about, well, yourself in your essay, then it definitely isn’t up to standard. Celebrate your culture, your heritage, individual and unique background stories about you! E.g. As a student with a Western-inclined education, as a student coming from a Confucian upbringing, I feel, etc. Don’t just regurgitate stories about Galileo or Copernicus (which, btw, are blacklisted examples since they are so cliché).

Look for past TOK essays

It’s immensely helpful to get a feel for the “voice” of a TOK essay and how they should flow. There isn’t always one approved magical structure for TOK essays that will automatically get you an A, so it’s useful to know what examiners in the past like and do not like.

Look for TOK examiner reports

These are written every year by examiners around the world and help to point out what candidates have done well and not so well. I’ve lived by these because examiners literally point out the worst mistakes that they don’t want to see again. They also list real life examples that were overused/cliché, which can help you to stay away from them!

Draft, and redraft

This may seem common sense, but a TOK essay is just that. It is the result of hours and hours of philosophical ponderings and intellectual probing. Don’t be afraid to rewrite. By extension, this also goes to say that TOK essays cannot be rushed. I mean, as IB students, we can all bs a science lab or a literature essay, but quality TOK essays need time and nurturing, so just hang in there!

SUGGESTIONS: Things I Must Do To Ace My ToK Essay And Avoid More Work

These are the details of the numbered mistakes as appear on your essay. All of them are critically important for your essay’s success.

This one makes us the most happy. It’s such a nitty gritty question that the IB have given in order to trip everybody up! Often the titles with the fewest words trick students into thinking their easy and their often selected because of this. Do not be tricked; the long titles normally have a little more to go off and are the ones that gain the best marks. Then again, never fear if this is the title you have selected, it is possible to understand it! 

The title is as follows: 

“There is no such thing as a neutral question. Evaluate this statement with reference to two areas of knowledge.”

Wow. The keywords are: 

“no such thing” - this blatantly shows that you must prove for and against. 

“neutral question” - of course, you must DEFINE this. We always recommend you read up on definitions, maybe give a definitions, but DEFINE it yourself in your essay, (ie; “a neutral question is considered to be structured to be without bias, informative leading and represents complete neutrality in order to receive the truest response without implications or persuasion from outside sources; however, I define it to be neutrality in order to gain a truth without an ulterior motive imposed within its structure, the opposite being a ‘leading’ question that provides a desired or expected response.” If you define it yourself, your ideas will become clearer to us if we mark it! 

“evaluate” - don’t just prove it, but disprove it. FOR and AGAINST. This means you need strong counters and also need to anti counter well. In this, it means you’re not actually going to prove much. You’ll prove that it there is no such thing in AOK 1 but then say well actually it has some element of bias, and then argue that this bias has no effect on the situation etc. Therefore you’re not truly proving anything, but revealing its strengths and flaws. 

“two areas” - pick ones that are similar but different (we always love Natural Sciences and History because they’re so different but wonderfully similar in their collection and collaboration of knowledge - ethics and law may be terrific options for an able candidate). 

NEXT ARE ASSUMPTIONS!

1. Neutral questions are impossible, therefore everything carries bias. 

2. The only form of question that there is has to be leading. 

3. In order to ask or respond to anything, there can be no neutrality. 

4. Everything we know has been manipulated by bias, therefore we may not know anything (vague, but it could be interesting to discuss). 

Finally, we’ll move on to STRUCTURE/EXAMPLES (we’re going to do History and Natural Sciences - but Maths or languages could be totally intriguing and we might do those at a later date). 

• Introduction 

- define neutrality, a neutral question, give your AOKs and signpost your assumptions (make sure you define a neutral question in both the AOKs because sometimes this can be different). Explain that is is possible and impossible to have a neutral question and your essay will discuss the extent to which the statement/title is valid in these selected AOKs. In doing so, you’re signposting everything.

• Para 1 (AOK 1 - FOR - There is NO SUCH THING as a Neutral Question - Natural Sciences)

- Explain that there is no such thing. Of course there isn’t. Everything in science has an end-goal. We want to discover something, we are aiming to learn or advance in something. Therefore, any scientific question we ask leads to an answer. We wanted that. For example, scientific method is a design of processes that we follow and create new experiments with. We deduce a hypothesis before we actually begin our expedient; therefore we have a goal at the beginning. We usually have a research question of “What is the effect of light intensity upon invertebrates?” and our hypothesis, whether correct or not, predicts what we believe will happen. Thus, our question is null and void because we expect something already. It’s not neutral any longer. Counter: what happens if the hypothesis is wrong, does that make the question neutral again? Anti-Counter: Clearly, it’s not because despite its validity, we are still aiming to have an answer and there is bias. 

- There are so many examples you could use, be creative! If you need help with examples, we can help out with a few sneaky ones! You could have one very good example or more than one, (use quotations from philosophical people like “So-and-so claims that "we cannot understand anything without having a reason to understand it at all” which may be applied to the case of our scientific method where the experimental results are predetermined in an attempt to understand it. Therefore the research question may not be neutral despite its attempt to be so.“ just to back yourself up and give it that bit of FLARE! :P)

• Para 2 (AOK 2 - FOR - There is NO SUCH THING as a Neutral Question - History).

- Similarly to the Natural Sciences, History attempts to understand the way things work and why things occur as they do. The collaboration and corroboration of information relies heavily on historical investigation and stories and facts justified by a collective acceptance and belief. Bias is involved in many aspects of History. As in science, we begin with a question, for example, "to what extent was the Battle of Verdun a French victory?” a question considered to be 'neutral’ because of the words, “to what extent” in which we are lead to believe it will observe each viewpoint in order to determine the truth. However, this question suggests that there can be no neutral question in History because it suggests immediately and leads us to believe that it was a french victory. Does this reveal that all our questions in history lead us to a predetermined and expected answer? It is clear that emotion and perception impact heavily on our interpretations in history and the natural sciences; this supports the claim that there is no such thing as a neutral question as there is always a desired or expected response or motivation behind the question. Counter: however, we can understand that it will observe and investigation both sides of the question in order to allow for bias to be removed and a fair treatment of each viewpoint to be put across. The answer may be determined based on this and therefore the question is not 'leading’ but rather signposting what is to be investigated. Anti-counter; clearly there is a motivation behind this kind of question and therefore it may not be neutral. This suggests that there is no such thing as a neutral question. 

- our example could be something on the lines of our dictators. Neutrality on our dictators may not be possible, for example the Duchess of Devonshire claims that Hitler was a “nice man” despite historians reflecting him as a horrible man. Does that mean her opinion is not valid for our question of “who was Hitler?” so… is it the question that is not neutral, or the responses that cause it to be biased? Hmmm… could be interesting. 

That’s all we’ve got at the moment today, sorry. If you have specific questions, we can answer those in depth and give you good examples for any of your AOKS (but a general post is all we can do right now without loads of specific requests). 

If you request an introduction example, an essay example etc, please tell us if you’ve selected your AOKs and we can make it specific with good examples for you guys.

GOOD LUCK ALL AND STAY OUT OF TROUBLE! We’ll be adding little bits each day to the titles as new ideas come up and we get more time to do it! 

Hope it helps!

Did you pay attention in your IB Theory of Knowledge class today? Are you sure. We doubt it, we know IB kids are lazy. Don’t worry, We got your back- even if your TOK teacher taught you something else today. At least you can get some knowledge in your brain. 

I’m starting my second year of IB and I still don’t know what the hell TOK is but I’ll try my best to explain.

DO NOT MIX UP TOK WITH PHILOSOPHY OR YOU WILL ACTUALLY FAIL TOK

Yes, when explaining to Non-IB students what TOK is, I save the trouble and tell them it’s practically a certain branch of philosophy, but if you are in the IB do not fall down that trap - just because you don’t understand what the hell your teacher is talking about, doesn’t mean you’re in philosophy.

If you want to understand it as closely as possible, it’s most similar to the branch of Philosophy called Epistemology, which focuses on the study of knowledge.

Ideally, the point of TOK is to answer one thing: “How do we know what we know?” 

This question is so broad, you will leave every class questioning the existence of the chair you sit on or the language you speak (According to TOK, it’s all gibberish. Not important. According to TOK, this post would be gibberish. Not real. A false way to make ourselves identify a problem and then work towards solving it. This won’t make any sense to you, don’t worry, you’ll get it when you begin your presentation next year.)

TOK is broken down into your Ways of Knowing and Areas of Knowing. This helps us understand the different aspects of “How we know what we know”

Ways of Knowing: Intuition, Perception, Emotion, Reason, Memory, Language, Imagination, Faith.

Areas of Knowing: Mathematics, Natural Sciences, Human Sciences, History, Arts, Ethics, Religious Knowledge Systems, Indigenous Knowledge Systems.

Whenever we talk about anything to do with TOK we must reference WOKs and AOKs. There’s no question about it. It’s sort of our ‘classification’ of our lecture/point.

With TOK we focus on two things: 

Shared Knowledge - knowledge more than one person shares. E.g. Christianity is knowledged shared between Christians

Personal Knowledge - knowledge only we have. E.g. Your opinion on something

With TOK we try and link these two types of knowledge and break them down to study the different aspects of each section - how do they interact, how do we acquire them etc. 

When you’re studying TOK you usually use real life examples to link all your ideas together, but your discussion is NOT about the real-life situation - that’s just a way to introduce what you want to discuss - it’s about knowledge and the underlying methods in which it is constructed.

For example, here are possible TOK questions:

To what extent does shared knowledge influence our personal knowledge?

To what extent can Mathematics be considered a Language? 

Check out more examples here. Do not copy titles from the internet for your own presentations, the IB is very strict about plagiarism and will catch you out.

A lot of people make the mistake of thinking TOK is based on ethical issues - it’s not, but there is a branch of ethics involved in TOK. If your question is based on ethics get rid of it immediately - it will steer you down the wrong route.

You can look for more TOK posts on my Navigation Page: IB > TOK 

Hey guys! Here are some useful tips for writing TOK essays. Enjoy!

·      Try and stick to the word limit. This is super important. You should try and write 1400-1600 words per essay, as the word limit is 1600 words. However, If you go over the limit by I don’t know, 50ish words, its okay, there is no need for you to delete anything.

·      Introduction (between 200-250 words)

Ø  DEFINITIONS, DEFINITIONS, DEFINITIONS. Whenever you get a TOK essay title the first thing that you have to do is to read it thoroughly and identify the key words. For example, if you were given the title:  - “There are only two ways in which humankind can produce knowledge: through passive observation or through active experiment.” To what extent do you agree with this statement? –What are the key words here? The key words are clearly passive observation and active experimentation. You should therefore try to come up or look up appropriate definitions for these terms. What I usually do is either get dictionary definitions or just mix different definitions for these (which I find in dictionaries, online, etc.) in order to create my own.

Ø  Knowledge questions: this part is pretty simple yet really important. You should be able to come up with at least 4 good knowledge questions that relate back to the title/topic of your essay. Example: question -> Examine the ways that empirical evidence should be used to make progress in different areas of knowledge. Knowledge questions: To what extent do the natural sciences rely on empirical evidence? Therefore, to what extent are scientific discoveries reliable? (How reliable and useful are the results of controlled experiments?) To what extent does math use empirical evidence? Do theorems use empirical evidence to exist? Can math be disproved? Have axioms been found through sense perception?

Ø  Once you have established the question with these key defitions you should try and establish and present your argument; what are you going to try and prove throughout the essay? This should be done by mentioning both your arguments and counterarguments in the introduction. I will be posting one of my TOK essays in which I got an A (6.5/7) and which I corrected and annotated so that you guys can kind of get a feel of what TOK essay introductions are about.

Ø  Also, remember to state all of your knowledge questions!!! 

·      Body paragraphs:

Ø  These should contain both your arguments and counterarguments.

Ø  P1: should be about 300 words long and should not only contain your (explained) argument but also personal and “famous” examples that refer back to and support the claim/to some extent prove the claim. These examples could be the ones that you’ve studied in class or ones that you’ve found on the internet. Also use examples from your personal life!

Ø  P2: should be about 300 words long and should contain a counterargument. Explain it and USE EXAMPLES!

Ø  P3: should be about 300 words long. set up your argument, explain it, and use examples!

Ø  P4: should be about 300 words long. set up your counterargument, explain it, and use examples!

·      Conclusion (100-200 words long)

Ø  All you have to do is sump up your arguments and refer back to the essay title. Its pretty simple!

·     References, footnotes, and bibliographies:

Ø  You MUST have references! Not everything that you write down can be taken from the top of your head/from your notes.

Ø  Footnotes: Your teacher should teach you how to footnote but in case you don’t know:

FOR BOOKS: authors name, name of book, (City, publisher, year), page number.

WEBPAGES: webpage name, link, date last accessed

Example:

Michelle Stacy, The Fasting Girl: A True Victorian Medical Mystery (New York, Putnam, 2002), 18.

Ø  Bibliographies are pretty simple. I use the Harvard referencing system. This is the link to the PDF that will show you how to add links, etc. to your bibliography https://www.staffs.ac.uk/assets/harvard_quick_guide_tcm44-47797.pdf

 WORD COUNT AT THE END OF THE ESSAY!

No one really knows. It is a thing that exists, and is made up of words. I’m not sure if anyone actually understands what TOK is, let alone the assignments. I wrote one, and I’m still not sure what it was. But here’s what you need to know. You will have to write an essay. You will be given a list of pre-determined international prompts. You pick one and write an essay using at least 2 WOKs or AOKs. (If you don’t know what these are, I assume you haven’t started the class yet. Don’t worry your teacher will cover them).

Let’s go over a few Do’s and Don'ts, shall we?

Do:

Include relevant personal stories. It makes the grader like you more, and think you are trying to relate this madness to your life.

Cite any facts you might decide to add. This is especially important if you use any scientific examples.

Follow all formatting guidelines.

Clearly express all of your ideas. Be very sure that you link your examples to your arguments to your claim.

Create a thesis and defend it throughout the essay.

Get someone to read your essay and make sure it makes sense.

Do not:

Make up facts and figures to support an argument.

Spend a lot of time describing personal details.

Go over the word limit, or fall ridiculously short.

Use grandiose language and convoluted sentence structures to cover up the fact you have no point and about three sentences ago forgot what you were supposed to be arguing about.

Here’s a writing coach and communications expert to walk you through three drafts of a real student’s college application essay.  If you’re wondering how to write a killer essay like this or this, you have to read this post. Great writing doesn’t come easy!

FIRST DRAFT

Title: My story—so far

I have always felt a little different. Things seem to have a different meaning for me than for other people. So that is why I have to work maybe harder than my classmates and then I can sometimes get a result that no one else will get. My parents are hardworking and even so my school experience is OK but still when things are harder they can’t help me as much as some of my classmates can.

I’ve been learning to deal with certain things around me so I can learn and succeed in class. I tend to be on the quiet side. I think this is called extroversion. My class all had our {test name} done and so I know mine and it’s true to the way I learn.

My goals for college aren’t clear as yet. My parents are encouraging me toward a pre-law program. But in my opinion the people who win these awards seem to work very hard for what they do. My goals have more to do, I think, with learning and the rewards of just education. I think I would perhaps do better in education and a teaching degree (in something). Part of the problem is in being interested in a lot of things without showing an outstanding record in any particular subject. My English is good, and history, but not math or science. For people like me, we need to find out what we could be good at and enjoy; because that what is going to carry me forward into the future, hopefully with college included.

For extracurricular, I prefer to watch sports, not play them. I participate in our school’s College Bowl; we have teams and compete, not always winning, but we’re in the game. What I enjoy, when I feel like myself, is in getting answers I didn’t realize I knew, or take knowledge from the game back into getting an answer right on a class test.

I also enjoy is just using my social skills to get along with a talk with many kinds of people one on one about what they do; people have an easy time talking about what they are good at. Maybe I can think about becoming a journalist or reporter. There was a conference on campus last semester and I signed up to hear some lectures and seminars on the [C Curriculum?] in California, which were pretty technical but I got the gist of a lot of the discussion and know what the issues are now so I can relate to and discuss them with confidence. I myself as a student find that I have to translate what goes on in the textbook and in class so I can shape it up and get a handle on it: in my own way.

Maybe this is what I can offer myself as a student and then to the world—a new way of looking at conventional or new material and ideas.

FIRST DRAFT COMMENTS:

Here’s a mediocre essay that needs not just polishing but some deep thinking to bring its interest to the surface.

This typical draft is hazy and imprecise; it is general rather than specific, because it fails to fill in detail or examples, or to draw conclusions, or to analyze its own statements to draw conclusions that mean something and reveal the writer’s strengths and dynamic against difficult learning experience.

But mainly it’s low-energy and low-content, and at first, it looks like there’s little hope to transform it into anything that will interest Admissions. It first needs to be more cogent and better organized. I’ve gone through it to highlight strong points first, correct lazy structure and mechanics, and ask questions the writer needs to engage. After some intensive mind-melding with the student writer to draw out answers, here’s what the second version looks like, with edits and comments in brackets:

SECOND DRAFT

Title: My story—so far [Need stronger title: “Learning, My Way”? “Learning to Learn”?] .

Things seem to have a different meaning for me than for other people; I have to work harder than my classmates—however, I can also get a result that no one else will get. I have discovered several of my classmates as brains I can pick to get a better grip on what I have to learn. [good – I find ways to get help using the brains of others!]

I’ve been learning to deal with the distractions of a large school [what are they? Noise? Chaos? Focus? So how do you cope?]. ; I use an IPod to create focus and privacy for study at Starbuck’s. I tend to be on the quiet side, as in introversion. My Myers-Briggs Type Indicator is INTP. This has helped me understand how I need to process and channel my energy, part of the reason for successed I’ve had. Apple “Think Different.”

My goals for college aren’t clear yet. My parents are encouraging me toward a pre-law program. But in my opinion the people who win these awards seem to work very hard for what they do. My goals have more to do, I think, with learning and the rewards of education itself. I think I would perhaps do better at teaching—perhaps solving some problems along the way. Being interested in a lot of things is important to me in understanding how everything relates as a system—with some subjects stronger than others.

As an introvert, , I prefer to watch sports over playing them. I am a contender in our school’s College Bowl on the Los Lobos team; [how? On what team?] and while not always winning, we’re always in the game. What I enjoy, what makes me feel like my best self, is in getting answers I didn’t realize I knew, or importing an answer from the game back into a class test. [Example? Develop this point about discovery – it’s great]. I knew Bacon’s Rebellion from a Bowl question I missed, which means I really recalled it easily for US History. The teacher was surprised, and so was I!

I also enjoy is just using my quieter social skills to talk one on one about what people do; they easily discuss what they are good at [extrovert skill, adaptive behavior]. I can consider this skill for becoming a journalist or reporter. At an education conference on campus last semester I signed up for some lectures and seminars on the Common Core in California, which were fairly technical. But I got the gist of the discussion to know what the issues around common standards and critical thinking are now so I can relate to and discuss them with some confidence [such as—?]. I myself as a student find that I have to translate what goes on in the textbook and in class so I can shape it up and get a handle on it: in my own way. There must be ways to customize learning, as I’ve had to do, so that it uses your natural abilities and fits your style; it’s that discovery about yourself that makes everything possible. [Relate CCore to this point; there have to be ways of learning within standard texts and testing, like the CBowl example.]

Maybe this is what I can offer myself as a student and then to the world—a new way of looking at the ways and means of how facts and ideas work on the brain to create new knowledge. conventional or new material and ideas.

SECOND DRAFT COMMENTS

OK – The version above is pretty chewed up as it fills with questions and corrections. But see how it all lays out in the tuned-up final draft version.

And remember: it’s obvious when an essay is far above your thinking capacity – you don’t want to create too wide a gap. You will need to discuss your essay in a personal interview; the voice of your essay should therefore not be too far away from your physical voice and expression.

The point is to develop a thoughtful statement of who you are and what’s important to you; the focus in this case is not on achievements and awards (they aren’t there) but on thinking about learning itself—and that’s a strong point with educators. They will feel professional kinship. The candidate also shows good self-knowledge and problem-solving. The essay links action, feelings, knowledge, and envisioning college work.

Typically, you’ll go through several drafts between the first and final versions, working out what you want to say and the best phrasing with each edition. Few students realize just how much drafting goes into even the shortest piece of writing; the editing doesn’t show, but the results do. See below.

FINAL DRAFT

Title: “Learning, My Way”

Things seem to have a different meaning for me than for other people; I have to work harder than my classmates—however, I can also get a result that no one else will get. I have discovered several of my classmates’ brains I can pick to get a better grip on what I have to learn.

I’ve been learning to deal with the distractions of a large school. I use an IPod to create focus and privacy for study at Starbucks. I tend to be on the quiet side, as in introversion. My Myers-Briggs Type Indicator is INTP. This has helped me understand how I need to process and channel my energy, part of the reason to “Think different.”

My goals for college aren’t clear yet. My parents are encouraging me toward a pre-law program. But in my opinion the people who win these awards seem to work very hard for what they do. My goals have more to do, I think, with learning and the rewards of education itself. I think I would perhaps do better at teaching—and solving some problems along the way. Being interested in a lot of things is important to me in understanding how everything relates as a system—with some subjects stronger than others.

As an introvert, I prefer to watch sports over playing them. But I am a contender in our school’s College Bowl Los Lobos team; and while not always winning, we’re always in the game. What I enjoy, what makes me feel like my best self, is in getting answers I didn’t realize I knew, or importing an answer from the game back into a class test. I knew Bacon’s Rebellion from a Bowl question I missed, which means I really recalled it easily for US History. The teacher was surprised, and so was I!

I also enjoy just using my quieter social skills to talk and listen one on one about what people do, because they so easily discuss what they are good at. I can consider this a skill for becoming a journalist or reporter. At an education conference on campus last semester I signed up for some lectures and seminars on the Common Core in California, which were fairly technical. But I got the gist of the discussion to know what the issues around common standards and critical thinking are so I can now relate to and discuss them with some confidence. As a student myself I find that I have to translate what goes on in the textbook and in class to shape it up and get a handle on it: in my own way.

There must be ways to customize learning, as I’ve had to do, to use your natural abilities and fit your style; it’s that discovery about yourself that makes everything else possible. Maybe this is what I can offer myself as a student and then to the world—a new way of looking at the ways and means of how facts and ideas work on the brain to create new knowledge.

General Study Tips:

10 things I wish I knew before I did the International Baccalaureate (by myibadventure​)

5 ways to survive the International Baccalaureate Diploma

4 tips and tricks for IB study success

IB student CV (by myibadventure​)

IB study tips

IB study tips - General Discussion

How to study for IB final exams

Theory of Knowledge (TOK):

The top ten theory of knowledge essay tips

How to structure a theory of knowledge presentation

How to structure a theory of knowledge essay

Top 10 theory of knowledge essay writing tips

Theory of knowledge - IB survival

Tips for top TOK presentation

Theory of knowledge

How to make a great theory of knowledge presentation

How to write a TOK essay: 9 steps - wikiHow

Creativity Action and Service (CAS):

What is CAS?

Help with CAS activities for IB students

CAS activity ideas

Some more CAS activity ideas (forum)

CAS activities

The Extended Essay (EE)

Essay writing tips

What is the extended essay?

10 top tips on IB extended essay writing

How to make your good extended essay great

Extended essay for dummies

IB extended essay examples

IB extended essay - Tips  (Youtube)

How to structure an IB extended essay in a proper way

Formatting IB essays

IB essay assessment criteria

Extras:

IB study planner

Didn’t pay attention in Theory of Knowledge Class? Don’t lie, we know you didn’t. We know you, IB students. We are you. And that’s why we suffered through taking the notes just to bring them to you.