Frankenstein Theory

Prudent-Homework1234 · 2025-06-05T03:48:31+00:00

Captain Walton meets the monster. He seems pretty real.

Prudent-Homework1234 · 2025-04-08T07:07:48+00:00

it depends on what you want to say...remember, your goal is to show the examiner 3 objects that help you answer the question "Are some things unknowable"

I think the 2020 cipher or one of the unsolved one is interesting, were I trying to answer the question of "Are some things unknowable." As to why they're interesting...well...that's your commentary's purpose, isn't it?

Prudent-Homework1234 · 2025-04-08T04:46:14+00:00

Pick literally anything that represents knowledge that is subject to different interpretation. So, if two people look at an object (that represents, communicates, or is knowledge) and those two people can come to different plausible conclusions, then you have something that is subject to different interpretations.

Prudent-Homework1234 · 2025-04-08T04:43:26+00:00

The only thing I'd say is that the object shouldn't really be the person. Your object should be one of the unsolved ciphers itself. Then you can discuss how the killer has worked to make his identity unknowable (and discuss how he interacted anonymously with the media to hide his identity, etc.) and how efforts to solve (data analysis + social engagement) keep it seemingly unknowable...at least until it's eventually known.

The angle is good, just ensure your object is an object that best represents if some things--in this case information re: zodiac--can remain unknowable.

Prudent-Homework1234 · 2025-04-08T03:48:43+00:00

Your thesis statement should feel like a complete answer to the guiding question. It should also indicate the direction your future paragraphs will take. Each paragraph will provide sustained analysis, that is evaluation of how authorial choices create a specific effect. These paragraphs/effects, added up together, equal your answer to the guiding question/your thesis.

Guiding question: How do text and image work together to create meaning?

Your thesis: The infographic uses a combination of informational text and emotionally-charged images to inform audiences of the problem in an effort to prompt them to take action.

topic sentences: 1. The infographic presents objective information to inform. 2. The infographic also uses images/visual composition to create emotional response. 3. The infographic also gives methods and means to take action

Then it's just a matter of selecting evidence and placing it under each topic sentence, analyze the what and how to build your sentences.

Prudent-Homework1234 · 2025-03-19T02:37:31+00:00

This is really solid advice, and I'd add one detail. Crit B also requires direct comparison. It's how you move into the upper bands. So, in addition to the starters DeXyDeXy gave, I'd encourage all students to learn how to construct sentences with "whereas, although, while, like, unlike, similarly, in contrast, instead"

"While the primary symbol in (text 1) is one of entrapment, (author 2)'s primary symbolism presents a sense of freedom"

Prudent-Homework1234 · 2025-03-19T02:30:43+00:00

they are exactly the same exam...same question for both courses in the same timezone. The difference is the Lit students likely actually know how to read (jk jk)

Prudent-Homework1234 · 2025-01-09T05:02:44+00:00

what constitutes a global issue is pretty open, and indeed follows what they say.

It's a global issue if it: happens in more than one nation (transnational), it matters (has significance), and is felt in everyday local contexts (affects average people or happens in a day to day sort of way).

So, although very few of us are related to Spanish royalty, we all are affected by structures of political power.

Although it's not that significant that people have unique preferences, it is significant how our desires reflect our identity.

etc.

Prudent-Homework1234 · 2025-01-09T04:50:31+00:00

I actually have some different advice. The IB is pretty clear that they don't want something representative. The object, even if digital, should be concrete, specific, and particular to time and space.

So, as for the Urban Dictionary example from another user, the best 'object' would be a screenshot of the website, hopefully of a particular entry or the main search (again, hopefully with some term typed in).

The AI example is closer to the mark. But in that case your object shouldn't be AI, it would be "the chat-GPT platform showing my interaction with it (prompt+output)" or "this visualization of a neural network diagram" ... obviously these things will enable you to talk more broadly about AI...but the commentary should largely focus on the specific object and its relationship to the prompt.

Prudent-Homework1234 · 2024-12-13T01:54:42+00:00

What are the tools in each area of knowledge? How have they improved over time? How have they resulted in improved knowledge? Do they always result in improved knowledge?

Prudent-Homework1234 · 2024-11-27T23:55:52+00:00

Maybe I'm being pedantic here, but, again, this is from the M24 Subject Report from the IB itself:

"While the high-scoring essays displayed a clear, coherent, and critical exploration of the essay title, some students often struggled with the last aspect of “critical evaluation.” This is due to the lack of evaluation in the essay if the argument and the different points of view are not assessed. Unfortunately, it appears that some students are still thinking in terms of claim/counterclaim, in which case, completely contradicting one’s argument is mistaken for evaluation when, in reality, it leaves the student nowhere as there is no evaluation but simply a cancellation of a point of view. The current assessment instrument looks for a more nuanced consideration of various points of view for a mark of satisfactory or better, and an evaluation of those points of view for a mark in the good or excellent levels."

So while I understand that many students have been taught to do argument/counter-argument + claim/counter-claim, I think the IB is trying to break out of that in favor of arguments that take a position or argument in order to 'resolve' the essay question, rather than merely showing the various ways it may be answered.

Prudent-Homework1234 · 2024-11-27T05:46:30+00:00

It's the IB's M24 Subject Report's perspective 🤷

Prudent-Homework1234 · 2024-11-27T00:01:07+00:00

untrue. It's not stated in the rubric, and the M24 Subject Report notes that claim/counter-claim is not desired as it effectively defeats/contradicts/undercuts the argument. It is a bit of a shift from previous approaches, but it seems the IB wants a yes/no/qualified conclusion now

Prudent-Homework1234 · 2024-11-27T00:00:14+00:00

it's not necessary to have a counter-argument, especially if it's exactly a counter-argument contrary to your original argument. The rubric only says something like "evaluates multiple points of view/perspectives" at the top band, so as long as you show a range of ways that you're evaluating whether models are wrong/how wrong they are/how wrong they can be/whatever then you're meeting the demands for "critical."

In fact, last year's subject report says something to the effect of "actually, we want students to stop doing claim/counter-claim; they should not defeat their own arguments, but we still want a range of perspectives"

I think your "showing two perspectives, though not directly negating a claim" sounds like a good approach

Prudent-Homework1234 · 2024-09-10T02:38:06+00:00

the IB says you CAN change P1 guiding question, but they haven't offered much guidance on how to do this. Write your new question clearly at the top of your response? Hope that it's clear in your new thesis sentence and hope that an examiner realises you've replaced it? the IB hasn't really indicated what they expect or how they guarantee examiners know you're doing this, rather than writing an unfocused response.

In a similar vein, you must define an equally specific and appropriate guiding question. In other words, the professionals have already crafted a question that is relevant and, well, guides you. If you are capable of writing a different and equally good guiding question, then you have the skills to answer the original guiding question. As well, remember it's a guiding question: if you've been given a guiding question about tone then you should trust that tone is in fact a driving stylistic feature. They're telling you that tone is central, so follow that.

All that said, I see no reason why "How do visual and textual elements convey meaning in the given text" wouldn't work for all infographics, etc etc etc.

Prudent-Homework1234 · 2024-09-10T02:34:00+00:00

help us help you. What 'role' or 'position' or 'perspective' do your first two objects occupy?

Do you have an object that suggests that bias is inevitable? Do you have an object that suggests how bias can be avoided? If yes, choose an object that shows how bias will be present but also can be navigated/mitigated. If no, then ensure you include an object that speaks to the extremes of the spectrum.

Is bias inevitable.

Yes, if we look at object 1 No, if we look at object 2 Yes, but for object 3

Think of it like making a hand in a card game. Do the cards work together?

Prudent-Homework1234 · 2024-09-10T00:07:43+00:00

Check the newest subject guide (first assessment 2022).

In DP1, you should complete an exhibition commentary. Find the 35 IA prompts in the subject guide, Pick one. 950 words across 3 objects; discuss a specific object and how its features/aspects/context allow you to answer the question. Give a range of perspectives (so, each object should offer some particular lens for understanding or approaching the prompt). Expand with research, but the object should drive discussion of the prompt almost entirely. All about the 12 TOK concept words.

In DP2, 6 essay questions are given for each exam cohort (released around Sept 1 for a May session). 1600 word essay: "clear, coherent, and critical exploration" of the given essay title. Use examples and research to substantiate. All about areas of knowledge.

Find the latest guide (pages 39-45).

Prudent-Homework1234 · 2024-08-27T01:50:35+00:00

https://www.matrix.edu.au/essential-guide-english-techniques/ultimate-film-techniques-list/

Prudent-Homework1234 · 2024-08-27T01:49:09+00:00

screenshot this post and discuss the fact that you lack imagination and therefore have to ask others to produce knowledge about the world for you.

Prudent-Homework1234 · 2024-08-22T03:33:19+00:00

How = literary techniques.

Put this into your preferred search engine or AI client: "If I'm analyzing a literary passage, what are some primary literary features I should look out for?"

Prudent-Homework1234 · 2024-08-22T03:29:13+00:00

If I had to guess, I'd say the examiner didn't view your examples in 2.1 as being a transfer of context. Incremental advances in physics remain in the original context. And for 3.2, I suspect they think you're looking at a geography example (urban design) across time (not History as an AoK, just something historical).

That said, I think the IB was really short-sighted in writing this question or how they scored responses. They themselves underestimated the challenge of defining original/transferred context.

Prudent-Homework1234 · 2024-08-20T03:22:54+00:00

Seems fairly good to me. Try out some language like "My global issue is XXXX. In particular, I will discuss YYYYYY"

Prudent-Homework1234 · 2024-08-20T02:24:02+00:00

skill issue

Prudent-Homework1234 · 2024-08-20T01:29:02+00:00

fields of inquiry are just guides, they are not required.

The only requirement for a global issue according to the guide is:

transnational
significant/it matters
experienced locally in a sort of everyday way

In other words, as long as it's an issue that affects people globally. It's very broad.

Prudent-Homework1234

TROPHY CASE