Top 200 Vocabulary Word List for Cambridge International AS & A Level Sociology (9699) | Essay Writing

Use these 200 Cambridge Sociology 9699 words to develop a sociological argument about family, education, identity, media, religion or globalisation. Each entry gives a meaning and a short usage example.

For the 2027–2028 syllabus, Papers 1 and 2 each include a 26-mark essay chosen from two. Paper 3 Education includes a compulsory 26-mark essay. Paper 4 requires two 35-mark essays from different sections.

The 200-word list

1–20 Families, identity, media and globalisation · 21–40 Sociological theory and inquiry · 41–60 Design, measurement and ethics · 61–80 Taking a position · 81–100 Using evidence and reasoning · 101–120 Connecting ideas · 121–140 Explaining cause and effect · 141–160 Communities, health and participation · 161–180 Synthesising sources · 181–200 Building commentary and argument

Exam requirements · Worked response · Worked analysis · Fencing Method · Practice and FAQs · Practice workshop

1–20 Families, identity, media and globalisation

1. socialisation — learning social expectations, practices and meanings. socialisation can occur through family and peers.
2. identity — how people understand or are understood in relation to social groups. identity can change across settings.
3. kinship — socially recognised ties through descent, partnership or relatedness. kinship can organise duties of care.
4. household — a person or group living in the same dwelling or sharing living arrangements. distinguish a household from a family.
5. nuclear family — a family unit centred on parents and their children in standard usage. evaluate claims about the nuclear family.
6. extended family — family ties or arrangements including relatives beyond parents and children. extended family networks can support care.
7. patriarchy — a system in which men hold disproportionate power. analyse whether a division of work reflects patriarchy.
8. individualisation — a process in which people are increasingly expected to organise their own lives and choices. individualisation can reshape family decisions.
9. secularisation — a decline in religious authority or influence in a specified sphere. secularisation may affect institutions and practices differently.
10. pluralisation — the growth of multiple options or traditions within a social setting. religious pluralisation can change affiliation.
11. religiosity — the degree or forms of religious belief and practice. measure religiosity through more than attendance.
12. representation — the way people or issues are portrayed. media representation can shape perceptions.
13. agenda-setting — influencing which issues receive attention. agenda-setting concerns prominence rather than agreement.
14. audience reception — how audiences interpret or respond to media. audience reception may vary by social context.
15. globalisation — intensification of connections and flows across borders. globalisation can change media distribution.
16. glocalisation — adaptation of global forms to local settings. glocalisation can alter the presentation of a media format.
17. homogenisation — a process of becoming more alike. shared media formats may encourage homogenisation.
18. hybridisation — combination of elements from different cultural forms. hybridisation can produce new local forms.
19. transnational — operating across national borders. transnational networks connect media producers.
20. diaspora — a population dispersed from a place of origin. diaspora audiences may use media from several places.

21–40 Sociological theory and inquiry

21. functionalism — a perspective examining how social institutions contribute to order or stability. a functionalist account of education.
22. conflict theory — an approach emphasising competition and unequal power. conflict theory directs attention to class interests.
23. interactionism — a perspective focusing on meanings produced in social interaction. interactionism can explain classroom labelling.
24. positivism — an approach that seeks systematic observation and explanation of social patterns. positivism can favour standardised measures.
25. interpretivism — an approach seeking to understand social meanings from participants’ perspectives. interpretivism can inform open interviews.
26. feminism — a family of perspectives examining gendered inequality and power. compare feminist explanations of family roles.
27. stratification — structured social inequality among groups. stratification shapes unequal access to resources.
28. social mobility — movement between social positions or strata. assess the evidence for intergenerational mobility.
29. agency — capacity to act and make choices. recognise pupil agency within institutional rules.
30. structure — durable social arrangements that shape available choices. a school structure can influence pupil pathways.
31. social control — processes that encourage conformity to norms. schools and families can exercise social control.
32. sanction — a response that rewards or penalises behaviour. an informal sanction can reinforce a norm.
33. norm — an expectation about acceptable conduct. a peer group may develop a different norm.
34. value — a principle or priority regarded as important. values can influence definitions of success.
35. role — a set of expectations attached to a social position. compare expectations in different family roles.
36. intersectionality — analysis of how social positions and systems of inequality interact. intersectionality can qualify a single-category explanation.
37. ethnography — close study of a social setting or group through sustained engagement. ethnography can reveal classroom routines.
38. participant observation — observation in which the researcher participates in the setting to some degree. participant observation may improve access to meanings.
39. longitudinal — following cases or observations over a period of time. a longitudinal study can trace changes in attainment.
40. comparative — examining cases through common criteria. a comparative design can test variation between schools.

41–60 Design, measurement and ethics

41. operationalisation — specifying how an idea will be measured or manipulated. operationalisation turns recall into a score.
42. construct — an abstract concept that cannot be observed directly. memory accuracy is a construct.
43. validity — how well a measure or inference supports its intended interpretation. evaluate whether the task measures the construct.
44. reliability — consistency of measurement or results under specified conditions. check inter-rater reliability.
45. replication — repeating a study or procedure to test a finding. a replication uses the same core manipulation.
46. sampling — selecting cases or participants from a population. sampling affects who is represented.
47. random allocation — assigning participants to conditions by chance. random allocation can reduce systematic group differences.
48. control condition — a comparison condition without the critical manipulation or with an alternative treatment. compare the experimental and control conditions.
49. confound — a variable that changes with the factor of interest and offers another explanation. prior exposure could confound the result.
50. standardisation — keeping procedures consistent across participants or settings. standardisation helps isolate the wording change.
51. demand characteristics — cues that suggest what a study expects from participants. demand characteristics may influence answers.
52. social desirability — a tendency to give answers viewed favourably by others. social desirability can affect self-reports.
53. observer effect — a change associated with being observed. the observer effect may alter classroom behaviour.
54. generalisation — extension of a finding beyond the cases or conditions studied. limit generalisation from a narrow sample.
55. consent — agreement to participate based on appropriate information and choice. obtain informed consent.
56. debriefing — explaining the study after participation and addressing questions or concerns. debriefing can explain why details were withheld.
57. anonymity — a condition in which identities are not known or linked to responses. anonymous responses can reduce some disclosure concerns.
58. confidentiality — protection against unauthorised disclosure of information. maintain confidentiality in the interview records.
59. self-report — information participants provide about themselves. a self-report may differ from observed behaviour.
60. attrition — loss of participants over the course of a study. attrition can change the composition of the final sample.

61–80 Taking a position

61. claim — a statement you want the reader to accept. make a claim.
62. stance — your position on a question. take a clear stance.
63. thesis — the central position or interpretation your response develops. support the thesis.
64. premise — an idea the argument starts from. question the premise.
65. assumption — something treated as true without being established. test the assumption.
66. assert — state a position firmly. assert that access matters.
67. argue — give reasons in support of a position. argue for a trial.
68. maintain — continue to hold or defend a view. maintain that the policy is fair.
69. contend — put forward a position that can be challenged. contend that the proposal is workable.
70. justify — give sufficient reasons for a decision or judgement. justify the expense.
71. advocate — publicly support an action or change. advocate for reform.
72. defend — answer criticism of a view or choice. defend a decision.
73. qualify — limit a statement so it applies only where warranted. qualify the conclusion.
74. concede — acknowledge a valid point made by the other side. concede that costs may rise.
75. rebut — answer an opposing claim with reasoning or evidence. rebut the objection.
76. counterargument — a reasoned objection to a position. address a counterargument.
77. reservation — a concern that makes agreement incomplete. express a reservation.
78. distinguish — show what makes two things different. distinguish cost from value.
79. criteria — standards used to judge something. agree on the criteria.
80. verdict — a final judgement reached after consideration. reach a verdict.

81–100 Using evidence and reasoning

81. evidence — information that helps establish a claim. draw on evidence.
82. example — a specific case that makes a general point clearer. give a concrete example.
83. illustrate — make an idea clearer through a case or detail. illustrate the difficulty.
84. demonstrate — show how or why something is true. demonstrate a connection.
85. substantiate — support a claim with convincing information. substantiate the allegation.
86. corroborate — provide independent support for an existing account. corroborate the witness’s account.
87. infer — draw a conclusion from available clues. infer a motive from the wording.
88. imply — suggest a meaning without saying it directly. imply that change is possible.
89. interpret — explain what something means in context. interpret a figure in context.
90. analyse — examine how parts work together. analyse the writer’s choices.
91. evaluate — judge the strength, quality or value of something. evaluate the proposal.
92. plausible — reasonable enough to believe given what is known. a plausible explanation.
93. credible — worthy of belief or trust. a credible source.
94. relevant — directly connected to the issue being considered. relevant to the question.
95. sufficient — enough for the purpose or conclusion at hand. sufficient for a limited trial.
96. representative — typical enough to reflect a larger group. a representative sample.
97. anecdote — a brief account of a particular incident. open with an anecdote.
98. limitation — something that restricts what a method or claim can establish. acknowledge a limitation.
99. contradict — state or show something incompatible with another claim. contradict the earlier finding.
100. synthesise — combine ideas from separate sources into a new account. synthesise competing accounts.

101–120 Connecting ideas

101. whereas — introduces a clause that contrasts with another. whereas the first option costs less.
102. although — introduces a fact that qualifies the main statement. although demand may rise.
103. however — signals a contrast or change in direction. however, costs remain uncertain.
104. nevertheless — signals that a point still holds despite a difficulty. nevertheless, the trial could go ahead.
105. conversely — introduces a contrasting relationship in the reverse direction. conversely, lower demand can free capacity.
106. similarly — points out a meaningful likeness. similarly, smaller groups need space.
107. likewise — shows that a similar point applies elsewhere. likewise, evening users need lighting.
108. consequently — introduces a result of what came before. consequently, the queue grew.
109. therefore — introduces a conclusion or result that follows. therefore, a trial is justified.
110. furthermore — adds a supporting point. furthermore, the existing room is free.
111. specifically — narrows the discussion to a precise detail. specifically, the plan would add two sessions.
112. instead — signals a replacement or different choice. instead, use the current building.
113. alternatively — introduces another option. alternatively, change the timetable.
114. otherwise — indicates what happens under different conditions. book early, otherwise places may fill.
115. provided — introduces a condition when used with a following clause. provided that staffing is adequate.
116. despite — introduces something that fails to prevent the main outcome. despite the delay.
117. unlike — marks a difference between two things. unlike the previous scheme.
118. respectively — matches items with values in the same stated order. costs were $5 and $8, respectively.
119. overall — signals a judgement about the whole picture. overall, the benefits are modest.
120. ultimately — identifies what matters after other factors are considered. ultimately, the decision depends on demand.

121–140 Explaining cause and effect

121. cause — produce or bring about an outcome. cause avoidable delays.
122. contribute — play a part in bringing about an outcome. contribute to overcrowding.
123. trigger — set a process or reaction in motion. trigger a review.
124. accelerate — make a process happen faster. accelerate the transition.
125. intensify — make something stronger or more severe. intensify competition.
126. exacerbate — make an existing problem worse. exacerbate existing inequalities.
127. mitigate — reduce the severity or harmful effect of something. mitigate the harm.
128. prevent — stop something from happening. prevent further damage.
129. deter — discourage someone from taking an action. deter people from taking risks.
130. enable — make an action possible. enable students to attend.
131. facilitate — make an action or process easier. facilitate access to training.
132. reinforce — strengthen an effect, belief or behaviour. reinforce an existing pattern.
133. undermine — weaken something, often gradually. undermine public trust.
134. sustain — keep something going over time. sustain the improvement.
135. displace — push something or someone out of an existing place or role. displace smaller operators.
136. redistribute — change how something is shared. redistribute public funds.
137. consequence — an outcome that follows an action or event. an unintended consequence.
138. mechanism — the process through which an effect occurs. identify the mechanism.
139. correlation — a pattern in which two things vary together. observe a correlation.
140. constraint — a condition that limits what can be done. work within a budget constraint.

141–160 Communities, health and participation

141. cohesion — the degree to which a group stays connected. strengthen social cohesion.
142. inclusion — meaningful participation by people who might otherwise be excluded. promote inclusion.
143. isolation — a state of being separated from other people. reduce social isolation.
144. inequality — an uneven distribution of resources, access or outcomes. address income inequality.
145. disparity — a measurable or noticeable gap between groups. a disparity in access.
146. discrimination — unfair treatment based on a characteristic or category. tackle workplace discrimination.
147. subsidy — financial support that lowers a cost or supports an activity. offer a housing subsidy.
148. eligibility — meeting the conditions to receive or do something. set eligibility criteria.
149. coverage — the extent to which a service or policy reaches its intended population. extend service coverage.
150. provision — the supply of a service, resource or support. improve childcare provision.
151. prevention — action taken before a problem occurs. invest in disease prevention.
152. intervention — an action taken to change an existing situation. test an early intervention.
153. sedentary — involving prolonged sitting or little physical activity. a sedentary lifestyle.
154. wellbeing — a person’s general state of health and life satisfaction. improve mental wellbeing.
155. autonomy — freedom and capacity to make one’s own choices. protect patient autonomy.
156. participation — taking part in an activity or decision. encourage public participation.
157. engagement — active attention or involvement. increase student engagement.
158. outreach — efforts to reach people who might not approach a service. expand community outreach.
159. reciprocity — mutual exchange of help, obligations or benefits. a culture of reciprocity.
160. stigma — social disapproval attached to a condition or characteristic. reduce stigma around seeking help.

161–180 Synthesising sources

161. attribute — identify where an idea or quotation comes from. attribute the statistic to Source A.
162. cite — identify the source of material used in an argument. cite the survey in Source B.
163. paraphrase — restate a source’s meaning in your own words and structure. paraphrase the author’s reasoning.
164. excerpt — a passage taken from a longer work. an excerpt from a public address.
165. provenance — the origin and history of a piece of material. check the provenance of a photograph.
166. testimony — a person’s account offered as evidence. testimony from residents.
167. dataset — an organised collection of data. a dataset on bus ridership.
168. sample — a subset examined to learn about a larger group. a sample of city schools.
169. metric — a defined quantity used to measure performance or change. an attendance metric.
170. variable — a factor that may vary or be deliberately changed. control for a confounding variable.
171. baseline — a reference point used to judge later differences. measure change against the baseline.
172. methodology — the overall system of methods used to investigate a question. question the study’s methodology.
173. outlier — a result far from the others in a set. identify an outlier.
174. independent — arising separately from the source or factor under discussion. an independent source.
175. convergence — movement towards agreement or a shared conclusion. convergence between findings.
176. divergence — movement apart or difference between results or views. divergence between local and national data.
177. complement — add a missing part or strength to something else. complement the survey with testimony.
178. complicate — show that a simple explanation leaves important things out. complicate the initial conclusion.
179. reconcile — explain how apparently conflicting claims can fit together. reconcile the two findings.
180. triangulate — check a claim by comparing different independent sources or methods. triangulate claims across three sources.

181–200 Building commentary and argument

181. commentary — reasoning that explains how evidence supports a claim. develop the commentary after a quotation.
182. warrant — the reasoning that connects evidence to a claim. explain the warrant for the claim.
183. grounds — the basis or reasons for holding a position. give grounds for a limited trial.
184. scope — the range of cases a statement or argument covers. limit the scope of the argument.
185. inference — a conclusion reached from available evidence. draw an inference from the pattern.
186. deduction — reasoning in which a conclusion follows necessarily from its premises. reach the conclusion by deduction.
187. generalization — a broad statement drawn from specific cases. a generalization from a narrow sample.
188. analogue — a comparable case with a similar structure or function. an analogue from a neighboring district.
189. precedent — an earlier case used as a guide for a later one. cite a legal precedent.
190. exception — a case to which a rule or pattern does not apply. allow for an exception.
191. criterion — a single standard for judging something. use reliability as one criterion.
192. condition — a circumstance required for a claim or proposal to hold. state a condition for success.
193. implication — what follows from a statement even when left unstated. consider the implication for families.
194. counterexample — a case that shows a general claim does not always hold. offer a counterexample to an absolute claim.
195. oversimplification — an explanation that drops important complexity. avoid oversimplification.
196. falsehood — a statement that is untrue. identify a falsehood in a source.
197. equivocation — a shift between meanings of a term within a line of reasoning. detect equivocation over the meaning of freedom.
198. contingent — dependent on a named condition. contingent on reliable funding.
199. tentative — held provisionally pending stronger evidence. a tentative explanation.
200. defensible — capable of being supported with sound reasons. a defensible thesis.

Which Cambridge Sociology essays do you write?

Under the 2027–2028 syllabus, Paper 1 covers Socialisation, Identity and Methods of Research, and Paper 2 covers The Family. Each lasts 1 hour 30 minutes, is worth 60 marks and has three compulsory questions plus the chosen essay. A Level candidates also take Paper 3 Education and Paper 4 Globalisation, Media and Religion.

Paper 3 lasts 1 hour 15 minutes and carries 50 marks. Its fourth question is a compulsory essay. Paper 4 lasts 1 hour 45 minutes and carries 70 marks. Choose one essay from each of two different sections. For exams from 2029, use the revised syllabus and specimen papers. Cambridge lists a change to Paper 4 that introduces shorter questions in Section A before the longer essay in Section B.

Cambridge Sociology 9699 syllabus page and updates · 2027–2028 syllabus

Word list · Worked response

A worked family essay paragraph

Original practice question. Evaluate the view that changes in family life can be explained primarily by individual choice. Begin by specifying what kind of change the essay will discuss, such as household formation, care or division of domestic work.

An individualisation argument can explain why people may be expected to make more decisions about partnership and family arrangements. But opportunities to make those decisions can vary. For example, a person who relies on relatives for care or housing may face constraints that someone with greater income does not. This qualification does not make choice irrelevant. It shows why a theory centred on choice should be tested against resources and obligations. A supported judgement would use evidence about which groups can act on the choices available to them.

The evaluation asks where the theory explains change and where it needs another account. The scenario is hypothetical. In an exam answer, use the sociological research or examples you have studied and explain how they support the comparison.

Word list · Exam requirements · Worked analysis

Transfer the same reasoning to media and globalisation

A claim that global media make audiences more alike can refer to content, distribution or interpretation. A shared format may become common across markets, while producers adapt its language or setting and audiences interpret it differently. Specify which level the evidence concerns before reaching a judgement about homogenisation.

Try a paragraph that contrasts a global distribution system with local adaptation. Give an example from your studied material. A conclusion might identify stronger similarities in the available formats than in how viewers understand them. Explain why that distinction matters to the question.

Word list · Worked response · Fencing Method

How to fence a Cambridge Sociology word

1. Base. The format can be adapted locally. 2. Detail. Local producers can adapt a global programme format for a national audience. 3. Tone. Glocalisation may preserve a recognisable structure while changing its cultural references. 4. Logic. Because the format and its local meanings can vary independently, widespread distribution need not produce identical interpretations. 5. Transfer. A global consumer brand may adjust its advertising to local social expectations.

Distinguish homogenisation from hybridisation. One describes movement towards similarity. The other describes a combination of different cultural forms. Write the precise detail that would count as evidence of each.

The eduKate Fencing Method for Vocabulary

Word list · Worked analysis · Practice and FAQs

Practice and frequently asked questions

Can I answer two Paper 4 essays from the same section in 2027–2028? Choose one from each of two different sections. Is the Education essay compulsory? Yes, in Paper 3. Is every long answer the same length or mark value? Follow the paper and marks shown for your examination year.

Practise a family essay by naming the theory, mechanism and condition. Then practise a media or religion question in the same way. When reviewing the answer, identify the evidence that would change your judgement. If none could, your evaluation may need a more precise claim.

Word list · Fencing Method

Practice workshop

Identify the relevant level of change

If a question concerns family change, decide whether it refers to household forms, relationships, division of work or public expectations. A theory may explain one dimension better than another. State the dimension before giving an example. That allows your judgement to specify where the explanation is strongest.

Use a condition to test individualisation

Imagine two people face different housing costs or responsibilities for care. Ask which choices each can realistically make. Then explain how those conditions could limit a theory that stresses choice. The aim is to identify where the theory works and where resources or obligations need to be considered.

Evaluate a claim about education through a mechanism

Choose a practice claim about unequal attainment. Write how the proposed cause changes opportunities to learn or demonstrate understanding. Then give an alternative mechanism and identify the kind of evidence that would distinguish them. A clear comparison can keep your evaluation connected to the actual outcome.

Keep three media claims separate

A distribution platform can reach more countries. Producers can adapt a format. Viewers can interpret it differently. Each is a different kind of evidence about globalisation. Write one sentence at each level, then choose the one that actually supports the essay question. Do not infer shared interpretation from common availability alone.

Choose a measure of secularisation

Religious attendance, private belief and the influence of institutions are different measures. A decline in one may coexist with stability or change in another. State the measure used in your evidence and explain why it fits the claim. Then decide how it affects the strength of your conclusion.

Give sociological evidence a specific role

Use a study you have learned to establish a pattern or explain a process. Name the setting and the feature that matters. Then consider how far it transfers to a different group, period or location. A precise example is stronger when the reader knows what it can and cannot establish.

Write an evaluation that can change your judgement

Take a paragraph supporting a view and identify the best objection. Explain whether it changes the expected outcome, the group affected or the conditions under which the view applies. Then revise the claim. An evaluation that never affects any part of the answer may be too far from the question.

Prepare two different Paper 4 sections

Choose one practice question from each of two sections you have studied. Identify the main concept and a supported alternative view for both. Practise balancing the time between the two answers. Check the paper format for your year before using a specimen as a timed mock.

Review a 26-mark answer for focus

Read the topic sentence of each paragraph alongside the question. Mark where a theory explains the precise issue and where it merely describes the wider topic. Keep a relevant alternative account and remove background that never changes the answer. Finish with a judgement tied to the evidence you developed.

Transfer vocabulary from theory to evidence

Choose a word such as agency or structure. Write one sentence about how a theory uses the concept and another showing how it appears in a specific case. Then test whether the example actually demonstrates it. This practice helps you avoid using a theoretical label without an explanation.

Make a comparative judgement across settings

Use examples from two settings you have studied. Identify what makes them comparable, such as a shared question about care, media use or religious practice. Then name a difference that affects the outcome. The comparison should narrow or strengthen the judgement rather than only demonstrating that settings vary.

Compare two explanations of family change

Start with one outcome, such as changes in who provides care. An individualisation argument can direct attention to choices about work and relationships. A structural account can direct attention to employment schedules, housing and available services. Use a specific example to explain how the two accounts would interpret the same situation. Then decide whether they compete or explain different parts of the outcome.

For a transfer task, choose a media question and replace individual choice with audience interpretation. Compare the audience’s agency with limits set by what a platform distributes or promotes. Name the evidence you would need for each side. An example of what viewers say may support a claim about interpretation, while data on which material is available may support a claim about access.

Use the final sentence to evaluate the question’s degree or scope. Say which explanation is stronger for the particular outcome, and why.

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