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Untitled 1 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 brackets 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 preferred style of referencing in the Department of Anthropology. Arrange 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 between 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 Harris’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) Thenumberof errorsorlackof clarityin expressionmakes theessaydifficult tounderstandor follow.Large numbersof grammatical and/orspelling errors.Thereisno attemptto organisethe essayusing subheadings. Incorrect referencing. Spellingand/or grammatical errorsimpacton theclarityofthe writingbutitis still comprehensible. Thematerialis notespecially wellorganised under subheadings,and isinsteadjumbled together. Inconsistent referencing. Negligible grammaror spellingerrors. Thestudentuses succinct,clearly writtensentences throughoutthe essay. Correct referencing. Negligible grammaror spellingerrors. Thestudentuses succinct,clearly writtensentences throughoutthe essay. Correct referencing. Negligible grammarand spellingerrors. Thewritingis especiallylucid. Correct referencing. Useofethnographic/empiricalexamples: 0-49 FAIL 50-64 PASS 65-74 CREDIT 75-84 DISTINCTION 85-100 HIGH DISTINCTION Thestudentdoes notdiscriminate between argumentand ethnography/ empiricaldetail. Or:theessayis purelytheoretical andcontainsno empirical material. Thestudent referencessome ethnographic/ empirical materialbutitis poorly integratedwith thebroader exploration undertakenin theessay. Thestudent integrates appropriate ethnographicor empiricaldetails fromthe literature. Thestudentmakes judicioususeof well-selected ethnographicor empiricaldetails fromtheliterature. Thestudent seamlesslymakes useofcarefully selected ethnographicor empiricaldetails, integratingthese withthelarger explorationand arguments undertakeninthe essay. 3 Understanding: FAIL(0-49) PASS(50-64) CREDIT (65-74) DISTINCTION (75-84) HIGH DISTINCTION (85-100) Thestudentfails todemonstratea basic understandingof thecentral arguments advancedinthe literature. Thestudent demonstratesa basic understandingof thecentral arguments advancedinthe literature. Thestudent demonstratesa good understandingof someofthe arguments presentedinthe literature. Thestudent demonstrates highlevel, detailedand critical understandingof manyarguments presentedinthe literature. Thestudent demonstrates sophisticated, detailedand critical understandingof arguments presentedinthe literature.They skilfullynavigate the disagreementsin theliterature. Insight: FAIL(0-49) PASS(50-64) CREDIT (65-74) DISTINCTION (75-84) HIGH DISTINCTION (85-100) Theessaylacks clarityandfocus. Inadequateorno integrationand elaborationof concepts, theoriesand debates introducedinthe literature. Descriptiverather than critical/analytical responsetothe literature.The essayshowsonly abasicgraspof essential theoretical concepts,and minimal integrationand elaborationof relevant concepts, theoriesand debates. Competent coverageof relevantissues. Someevidenceof acapacityto identify, synthesiseand evaluate theoreticalideas andconcepts. Someintegration andelaboration ofconcepts, theoriesand debates. Evidenceof insightand originalthought inrespondingto theessay question.The studenthas developedaclear andfocused argument.Strong integrationand elaborationofa widerangeof concepts, theoriesand debates. Significantinsight andoriginal thoughtisshown inrespondingto theessay question.An exceptionally clearandfocused argumenthas beendeveloped. Identificationand superior integrationofa comprehensive rangeof concepts, theoriesand debates.