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To what extent have the knowledge issues relevant to the prescribed title been connected to the student’s own experience as a learner?
Does the student show an awareness of his or her own perspective as a knower in relation to other perspectives, such as those that may arise, for example, from academic and philosophical traditions, culture or position in society (gender, age, and so on)?
Do the examples chosen show an individual approach consciously taken by the student, rather than mere repetition of standard commonplace cases or the impersonal recounting of sources?
Quality of analysis of knowledge issues
What is the quality of the inquiry into knowledge issues?
Are the main points in the essay justified? Are the arguments coherent and compelling?
Have counterclaims been considered?
Are the implications and underlying assumptions of the essay’s argument identified?
This criterion is concerned only with knowledge issues that are relevant to the prescribed title.
Analysis of knowledge issues that are not relevant to the prescribed title is not assessed.
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