Q7
(a) Critically explain the notion of 'deconstruction' in the light of the postmodern works of Jacques Derrida. 20 marks (b) What is a multifactorial trait? Illustrate your answer with suitable human examples. 15 marks (c) Discuss the applicability of various sampling techniques in selecting the study group. 15 marks
हिंदी में प्रश्न पढ़ें
(a) जाक् देरिदा के उत्तर-आधुनिकतावादी कार्यों के आलोक में 'विखंडन' की धारणा की आलोचनात्मक व्याख्या कीजिए। 20 अंक (b) बहुषटकीय विशेषक क्या है? अपने उत्तर को उपयुक्त मानवीय उदाहरणों से स्पष्ट कीजिए। 15 अंक (c) अध्ययन समूह के चुनाव में विभिन्न प्रतिचयन तकनीकों की प्रयोज्यता की विवेचना कीजिए। 15 अंक
Directive word: Critically explain
This question asks you to critically explain. The directive word signals the depth of analysis expected, the structure of your answer, and the weight of evidence you must bring.
See our UPSC directive words guide for a full breakdown of how to respond to each command word.
How this answer will be evaluated
Approach
The directive 'critically explain' for part (a) demands balanced exposition with evaluative depth, while parts (b) and (c) require 'illustrate' and 'discuss' respectively. Allocate approximately 40% of time/words to part (a) given its 20 marks, and roughly 30% each to parts (b) and (c). Structure with a brief composite introduction, three distinct sections addressing each sub-part with clear sub-headings, and a unified conclusion that connects postmodern critique to scientific methodology in anthropology.
Key points expected
- Part (a): Derrida's deconstruction as critique of logocentrism and binary oppositions; key concepts of 'différance', trace, and critique of presence; application to anthropological knowledge production
- Part (a): Critical evaluation of deconstruction's implications for ethnographic authority and the 'crisis of representation' in anthropology
- Part (b): Definition of multifactorial/polygenic traits as determined by multiple genes plus environmental interaction; distinction from Mendelian single-gene traits
- Part (b): Human examples: skin colour (melanin genes + UV exposure), stature (nutritional and genetic factors), intelligence/IQ, diabetes susceptibility; Indian context examples like lactose tolerance variations
- Part (c): Probability sampling techniques (simple random, stratified, systematic, cluster) with applicability to homogeneous vs. heterogeneous populations
- Part (c): Non-probability sampling (purposive, snowball, quota) and their specific utility in anthropological fieldwork with hidden or marginalized communities
- Part (c): Comparative assessment of which techniques suit different research contexts: large-scale surveys vs. intensive ethnographic study
Evaluation rubric
| Dimension | Weight | Max marks | Excellent | Average | Poor |
|---|---|---|---|---|---|
| Concept correctness | 20% | 10 | Precise exposition of Derrida's 'différance' and trace for (a); accurate definition of polygenic inheritance with gene-environment interaction for (b); correct technical distinctions between probability and non-probability sampling for (c). No conflation of key terms. | Basic understanding of deconstruction as 'breaking down texts' without grasping 'différance'; treats multifactorial traits as simply 'many genes' without environmental component; lists sampling types without clear applicability criteria. | Misrepresents deconstruction as destruction or nihilism; confuses multifactorial with multifactor causes; conflates random and purposive sampling or describes non-existent techniques. |
| Theoretical framing | 20% | 10 | For (a), locates Derrida within post-structuralism and connects to Foucault, Bourdieu; for (b), references Fisher's quantitative genetics and heritability concepts; for (c), engages with Bernard and Pelto on research design. Shows awareness of epistemological foundations. | Mentions Derrida's Of Grammatology without theoretical context; cites basic genetics without reference to population genetics; describes sampling procedures without methodological justification. | No theoretical anchoring; presents deconstruction as personal opinion; ignores genetic theory entirely; treats sampling as purely technical without research design considerations. |
| Ethnographic / Indian examples | 20% | 10 | For (a), references Indian anthropologists like Veena Das or Ashis Nandy on postcolonial critique; for (b), uses Indian caste-endogamy studies on stature/skin colour or diabetes in Asian Indians; for (c), illustrates with Indian census operations or tribal health surveys (e.g., NFHS methodology). | Generic examples for (b) like height without Indian specificity; for (c), mentions Indian villages without specifying sampling strategy; for (a), no Indian scholarly engagement. | No Indian examples anywhere; for (b) uses non-human examples; for (c) only describes Western studies; complete absence of ethnographic grounding. |
| Comparative analysis | 20% | 10 | For (a), contrasts deconstruction with structuralism (Lévi-Strauss) and hermeneutics; for (b), compares multifactorial vs. monogenic inheritance with clear phenotypic gradients; for (c), evaluates trade-offs between precision, cost, and feasibility across sampling techniques for different research questions. | Brief mention that deconstruction differs from structuralism without elaboration; lists sampling types without comparing their strengths; minimal comparison in genetic section. | No comparative dimension; treats each sub-part in isolation; presents sampling techniques as equally applicable to all situations without discrimination. |
| Conclusion & applied angle | 20% | 10 | Synthesizes how Derrida's critique informs reflexive methodology in contemporary anthropology; connects genetic understanding to public health policy in India; demonstrates how appropriate sampling strengthens anthropological research validity. Forward-looking, integrated closing. | Summarizes three parts separately without synthesis; generic conclusion about 'importance' of each topic; no applied or policy dimension. | No conclusion or abrupt ending; conclusion merely repeats introduction; completely misses the critical-evaluative dimension required by the question. |
Practice this exact question
Write your answer, then get a detailed evaluation from our AI trained on UPSC's answer-writing standards. Free first evaluation — no signup needed to start.
Evaluate my answer →More from Anthropology 2024 Paper I
- Q1 Write notes on the following in about 150 words each: 10×5=50 (a) Attributes of culture (b) Harappan maritime trade (c) Critical perspectiv…
- Q2 (a) Discuss historical particularism as a critical development to the classical evolutionism. 20 marks (b) Describe the evidences of food p…
- Q3 (a) What is meant by karyotype? How does its analysis help in diagnosis of the chromosomal aberrations in man? 20 marks (b) Define urbaniza…
- Q4 (a) Critically discuss the characteristics of the psychological types in the cultures of the American South-West as observed by Ruth Benedi…
- Q5 Write notes on the following in about 150 words each: 10×5=50 (a) Chronometric dating (b) Cultural relevance of the Kula (c) Heritability a…
- Q6 (a) Discuss the geographical distribution of Homo erectus. Taking into account its physical features, where does it fit in human evolutiona…
- Q7 (a) Critically explain the notion of 'deconstruction' in the light of the postmodern works of Jacques Derrida. 20 marks (b) What is a multi…
- Q8 (a) Examine critically the concept of social stratification as a basis for sustaining social inequality. 20 marks (b) Describe the genetics…