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ANTH203
Short Essay
Assessment Task: Short Essay
Weighting: 15 per cent
Word length: 750 words (+ or – ten per cent of the word count is acceptable)
Due date: Friday April 12, 11:59pm via Turnitin
Referencing: ‘In-text’ or Harvard style of referencing is recommended for all
anthropology essays. Place a citation in
ackets in the text of the essay, e.g. 'Fox
(1967, p.72) made the point that…' or 'Fox argues that incest is ‘not so much
prevented as avoided’ (1967, p.72)…'. This system, sometimes called the 'Harvard'
system, is used in most anthropological publications and is the prefe
ed style of
eferencing in the Department of Anthropology.
A
ange the entries in your bibliography alphabetically by author's surname. The list
should include all and only the references cited in the text. Underline or use italics
for the titles of books and journals. This is a very short essay. We expect you to cite
etween three and five references only.
Please note: Unless a Special Consideration request has been submitted and
approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be
deducted per day for assignments submitted after the due date – and (b) no
assignment will be accepted more than seven (7) days (incl. weekends) after the
original submission deadline.
Essay questions – select ONE to answer:
1. The anthropologist Maurice Bloch states, ‘In all societies, sharing food is a
way of establishing closeness, while, conversely, the refusal to share is one of
the clearest marks of distance and enmity.’ Provide some examples of the
way sharing food establishes and reproduces social relations.
2. Outline at least two anthropological theories of food taboo. For example,
you might wish to compare Mary Douglas and Marvin Ha
is’s analysis of the
Old Testament’s prohibition on pork consumption.
3. Food, gender and power are intimately linked questions. Discuss.
2
You will be assessed according to the following four criteria, which are
equally weighted.
Expression:
FAIL (0-49) PASS (50-64)
CREDIT
(65-74)
DISTINCTION
(75-84)
HIGH
DISTINCTION
(85-100)
The number of
e
ors or lack of
clarity in
expression makes
the essay difficult
to understand or
follow. Large
numbers of
grammatical
and/or spelling
e
ors. There is no
attempt to
organise the
essay using
subheadings.
Inco
ect
eferencing.
Spelling and/or
grammatical
e
ors impact on
the clarity of the
writing but it is
still
comprehensible.
The material is
not especially
well organised
under
subheadings, and
is instead jumbled
together.
Inconsistent
eferencing.
Negligible
grammar or
spelling e
ors.
The student uses
succinct, clearly
written sentences
throughout the
essay.
Co
ect
eferencing.
Negligible
grammar or
spelling e
ors.
The student uses
succinct, clearly
written sentences
throughout the
essay.
Co
ect
eferencing.
Negligible
grammar and
spelling e
ors.
The writing is
especially lucid.
Co
ect
eferencing.
Use of ethnographic / empirical examples:
0-49
FAIL
50-64
PASS
65-74
CREDIT
75-84
DISTINCTION
85-100
HIGH
DISTINCTION
The student does
not discriminate
etween
argument and
ethnography/
empirical detail.
Or: the essay is
purely theoretical
and contains no
empirical
material.
The student
eferences some
ethnographic/
empirical
material but it is
poorly
integrated with
the
oader
exploration
undertaken in
the essay.
The student
integrates
appropriate
ethnographic or
empirical details
from the
literature.
The student makes
judicious use of
well-selected
ethnographic or
empirical details
from the literature.
The student
seamlessly makes
use of carefully
selected
ethnographic or
empirical details,
integrating these
with the larger
exploration and
arguments
undertaken in the
essay.
3
Understanding:
FAIL (0-49) PASS (50-64)
CREDIT
(65-74)
DISTINCTION
(75-84)
HIGH
DISTINCTION
(85-100)
The student fails
to demonstrate a
asic
understanding of
the central
arguments
advanced in the
literature.
The student
demonstrates a
asic
understanding of
the central
arguments
advanced in the
literature.
The student
demonstrates a
good
understanding of
some of the
arguments
presented in the
literature.
The student
demonstrates
high level,
detailed and
critical
understanding of
many arguments
presented in the
literature.
The student
demonstrates
sophisticated,
detailed and
critical
understanding of
arguments
presented in the
literature. They
skilfully navigate
the
disagreements in
the literature.
Insight:
FAIL (0-49) PASS (50-64)
CREDIT
(65-74)
DISTINCTION
(75-84)
HIGH
DISTINCTION
(85-100)
The essay lacks
clarity and focus.
Inadequate or no
integration and
elaboration of
concepts,
theories and
debates
introduced in the
literature.
Descriptive rather
than
critical/analytical
esponse to the
literature. The
essay shows only
a basic grasp of
essential
theoretical
concepts, and
minimal
integration and
elaboration of
elevant
concepts,
theories and
debates.
Competent
coverage of
elevant issues.
Some evidence of
a capacity to
identify,
synthesise and
evaluate
theoretical ideas
and concepts.
Some integration
and elaboration
of concepts,
theories and
debates.
Evidence of
insight and
original thought
in responding to
the essay
question. The
student has
developed a clear
and focused
argument. Strong
integration and
elaboration of a
wide range of
concepts,
theories and
debates.
Significant insight
and original
thought is shown
in responding to
the essay
question. An
exceptionally
clear and focused
argument has
een developed.
Identification and
superior
integration of a
comprehensive
ange of
concepts,
theories and
debates.