Social and Cultural Anthropology subject report · May 2013

May 2013 extended essay reports Page 1 SOCIAL AND CULTURAL ANTHROPOLOGY Overall grade boundaries Grade: A B C D E Mark range: 29-36 23-28 16 - 22 8-15 0-7 The range and suitability of the work submitted The extended essays submitted this year for Social and Cultural Anthropology presented a wide range and variety. This variety accounts for a significant difference in degrees of success. As has been true in previous sessions a larg e number of essays submitted for the subject were not anthropologically grounded nor did they present anthropological approaches or focus. This accounts for the shortcomings of a significant amount of essays. While many candidates were successful in framing their arguments by referring to anthropological concepts, readings or sources and applying appropriate methodologies, a significant number of essays addressed research questions that were not suitable for the subject, or did not frame their analysis within any anthropological perspective. Too often an essay which showed evidence of hard work and sincere effort received significantly lower marks than might have been expected by both the candidate and su pervisor. The lack of a specific anthropological focus hinders the possibility of attaining high levels of achievement. Unfortunately, despite warnings in th e guide, and past warnings, it remains clear that many schools continue to permit candidates not e nrolled in the Social and Cultural Anthropology Diploma course to write essays on the subject. Furthermore, from comments registered by their supervisors, it is often apparent that the latter are not always realistically evaluating their candidates’ work. A significant proportion of essays should either have been submitted under a different subject or appear to have been submitted with the assu mption that Social and Cultural An thropology is a catch - all category for essays that would have a difficult time f itting anywhere else. Social and Cultural Anthropology is a discipline with its own goals, methods and ways of posing questions, and common sense is no substitute for a background knowledge on the subject. Though the above mentioned is a