Professional Documents
Culture Documents
Philosophy Program
AIM:
[ Chorus: ]
Philosophical Issue?
SCORE: 4/5
Example 1: James and
the Red Engine
Criterion B
There is a satisfactory level of
knowledge and understanding of
philosophical issues. There is a
satisfactory application of the skills
of philosophical analysis to the non-
philosophical material, but the
student tends to describe or list
information associated with the
philosophical views and approaches
identified in the exercise.
SCORE: 3/5
Example 1: James and
the Red Engine
Criterion C
The stimulus material identified is
appropriate and lends itself to a
thoughtful analysis. Examples
help to support the argument,
and counter-arguments are
identified and described clearly.
SCORE: 7/10
Example 1: James and
the Red Engine
Criterion D
The argument is developed from a
consistently held perspective, with a
good level of evaluation of the ideas
and issues identified and a good
development of the argument. The
argument does not proceed to
compelling, subtle or convincing
levels of evaluation or development.
SCORE: 7/10
Overall Comment
The student has met all the formal requirements and
presents a piece that is clearly organized and formulated
in a coherent fashion. The analysis draws on a non-
philosophical item that allows for a satisfactory treatment
of the philosophical issues drawn from the item. The
student is not always able to move from a description or
exposition of the ideas of a particular philosophical
approach, to the philosophical ideas and/or issues
identified, to a demonstration of a good knowledge of the
significance of the material presented. Similarly, the
student is not able to develop a critical analysis of the
significance of the themes, ideas and issues derived from
the stimulus material. The concluding paragraph shows
that the student is able to formulate a good personal
response to, and appreciation of, the argument presented.
However, a convincing, compelling and well-justified
philosophical treatment of the overall argument is not
present. The student is able to list several positions on
the philosophical issues derived from the stimulus
material, however, the implications of the perspectives
identified are not effectively explored in a developed and
convincing fashion.
Example 2 : Philip Larkin – Trees
The Trees
The trees are coming into leaf
Like something almost being said;
The recent buds relax and spread,
Their greenness is a kind of grief.
Criterion A
• All formal requirements have been met. The
piece is clearly and coherently organized with
a focused and sustained argument. The
language used is precise and fully appropriate
to philosophy.
SCORE: 5/5
Example 2: Trees
Criterion B
Good knowledge of philosophical issues used in
effective support of the argument presented.
There is a convincing demonstration of the
philosophical analysis of non-philosophical
material and a convincing understanding of
arguments, concepts, issues and perspective
employed in the exercise.
SCORE: 4/5
Example 2: Trees
Criterion C
Clear and appropriate focus on the stimulus
material and a detailed analysis of the
material. Examples, illustrations and counter-
arguments are well chosen and convincingly
analysed.
SCORE: 9/10
Example 3: Trees
Criterion D
The exercise developed from a consistent
perspective with an effective level of evaluation
of ideas and arguments. There is good evidence
of a personal response and good evidence of a
philosophical treatment of non-philosophical
material. There is, however, room for a more
compelling, well-justified level of development.
SCORE: 8/10
Overall Comment
The student has paid close and precise attention to the
fulfillment of all formal requirements. The stimulus material is
concise and appropriate for the development of an effective
critical analysis. Because the language is fully appropriate to
philosophy and allows for a clear articulation of the insights,
the student is able to present an exercise that is clearly,
coherently and effectively organized. The student
demonstrates a good knowledge of the philosophical issues
derived from the source material and focuses in a convincing
manner on the non-philosophical material throughout the
exercise. There is a good application of the skills of
philosophical analysis, and the entire argument is supported
by relevant examples, illustrations and counter-examples. In
particular, the exploration of the various philosophical
approaches used in the analysis of the philosophical themes
derived from the source material is developed in an effective
manner, in which argument is met by counter-argument. The
level of personal response is good and the exercise is
brought to a convincing conclusion. Occasionally, the
student does not differentiate between description and
evaluation or between exposition and analysis. The
bibliography is very thin.
Overall Comment
language is concise and appropriate for the development of an
effective critical analysis. Because the language is fully
appropriate to philosophy and allows for a clear articulation
of the insights, the student is able to present an exercise that
is clearly, coherently and effectively organized. The student
demonstrates a good knowledge of the philosophical issues
derived from the source material and focuses in a convincing
manner on the non-philosophical material throughout the
exercise. There is a good application of the skills of
philosophical analysis, and the entire argument is supported
by relevant examples, illustrations and counter-examples. In
particular, the exploration of the various philosophical
approaches used in the analysis of the philosophical themes
derived from the source material is developed in an effective
manner, in which argument is met by counter-argument. The
level of personal response is good and the exercise is
brought to a convincing conclusion. Occasionally, the
student does not differentiate between description and
evaluation or between exposition and analysis. The
bibliography is very thin.