Stories and Narratives Essay Assignment

Stories and Narratives Essay Assignment

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Stories and Narratives Essay Assignment

Assignment: Write a thoughtful and well-written 1-2 pages (about 250-500 words) creative historical analysis OR create your own “Beowulf”-inspired-story drawn from the readings or 8.5 Presenting History Exercise and please try to submit the assignment by the end of Week 8 (Sunday, October 18th) if possible (you can still submit it after that).

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Expectations: 1-2 pages (about 250-500 words) of clear and strong quality writing, definitely proofread!, using appropriately cited evidence to support your interpretation.

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Topic: Stories and Narratives

This week we’re looking at the development of new stories (“sagas”) as part of our consideration of the “Early Middle Ages” and, in particular, you’ve been asked to study and think about Beowulf as part of a consideration of stories and narratives using a historical primary text (Beowulf) to consider how stories can be interpreted, put into historical context, and actively used by historians and others.

What I’d like you to write about for this assignment is one of 2 options of your choice:

OPTION 1: Using Beowulf as at least your starting point, provide a historical analysis of what that story or stories like it can reveal about the culture and society that create the story, retell the story, and/or continues to use the story or stories like it; in other words, what do these stories tell us about Europe as it enters into the “Middle Ages?” (You can extend this to consider what these stories tell us about modern culture today as well if you’d like.)

OPTION 2: Create your own historical fiction story inspired by Beowulf and the histories we’ve been of Europe after the end of the Roman Empire.

NOTE: Your story must contain at least 3 historically accurate people, places, or events (so you can’t completely “Game of Thrones” this…) that you specifically identity.

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Tips: You can (but don’t have to!) consider any of the following:

Why are “heroic” stories so common/popular?
How are “heroes” and/or “villains” portrayed?
Have modern stories changed much from Beowulf? How are they similar? How are they different?
If you want to go the historical fiction route imagine a story like Beowulf but set in Rome as the empire crumbles? What would that look like?

*NOTE: There are no right or wrong arguments; I just want you to practice making connections to produce a historical argument.

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Feedback: Your feedback, which will become part of your overall evaluation in this course, will be based on 5 criteria of emphasis (NOTE: this will be interpreted slightly differently if you go the historical fiction route!)–

1. POINT: This will be your specific response to the question (“Beowulf presents a culture and society that ________”). Usually 1 sentence; this is the thesis or topical sentence.

2. EVIDENCE: This is where you cite specific EVIDENCE to support your POINT. Remember, EVIDENCE is 1) contemporary (from the time period you are discussing or related to your point), 2) relevant (relates to your topic and argument), and 3) biased (presents a particular point-of-view/interpretation).

3. EVALUATION: Having explained your EVIDENCE you then need to tie your argument together by explaining how and why the EVIDENCE supports your POINT. This evaluation, or analysis, connects your argument together to form a strong circle: POINT-EVIDENCE-EVALUATION-POINT.

ARGUMENT: How well you are combining your point, evidence, and evaluation together to form an overall ARGUMENT. The clearer and more specific your connections between your POINT, EVIDENCE, and EVALUATION are the stronger your overall ARGUMENT will be to your audience.

WRITING: The quality of your WRITING doesn’t have to be perfect, but any argument is stronger when it is well-written so be sure to proofread for spelling, grammar, and word-choice.

POINTS: CANVAS LOVES USING POINTS EVEN IF I DON’T WANT TO. PLEASE NOTE:

THE RUBRIC “POINTS” ARE NOT COUNTED AND THE RUBRIC TOTAL WILL NOT FACTOR INTO YOUR FINAL GRADE! IT’S JUST A WAY TO GET A SENSE OF AREAS OF STRENGTH AND AREAS FOR IMPROVEMENT.
THE ASSIGNMENT POINT (1 POINT) IS BASED ON WHETHER YOU HAVE SUBMITTED THE ASSIGNMENT AND I PROVIDED YOU FEEDBACK–IT IS OTHERWISE MEANINGLESS!
Rubric
Writing Assignment Rubric (5)
Writing Assignment Rubric (5)
Criteria Ratings

This criterion is linked to a Learning Outcome
Point
Is the thesis statement/point clear, specific, strong, and is it related to the proposed topic?

Proficient
Describes a position and perspective related to the topic accurately and clearly.

Developing
Identifies an over-simplified position or perspective with minor inaccuracies or a lack of clarity.

Needs Improvement
Incomplete or missing a position or perspective or presents a position or perspective in very unclear or inaccurate terms.

Missing
Missing.

This criterion is linked to a Learning Outcome
Evidence
Is the cited evidence clear, specific, accurate, and related to the point/topic? And, if necessary, is the evidence cited correctly?

Proficient
Presents/cites information (data, ideas, or concepts) accurately and appropriately in a context that relates to the point/topic.

Developing
Reports/cites information (data, ideas, or concepts) with minor inaccuracies, irrelevancies, or omissions.

Needs Improvement
Missing necessary evidence or using/citing information (data, ideas, or concepts) inaccurately, incompletely, or omitting relevant information as evidence.

Missing
Missing.

This criterion is linked to a Learning Outcome
Evaluation
Is there a historical interpretation communicated that employs connections, perspectives, ideas, and/or themes to provide effective analysis and evaluation of historical information?

Proficient
Provides an interpretation of information, ideas, or themes that is detailed and well-explained in a logical and clear manner.

Developing
Provides an interpretation of information, ideas, or themes that is generally logical and clear but needs more explanation and specific detail to provide a stronger interpretation.

Needs Improvement
Provides an unclear interpretation of information, ideas, or themes that contains inaccuracies, excessive generalities, and/or a lack of explanation.

Missing
Missing.

This criterion is linked to a Learning Outcome
Argument
Is the overall assignment synthesizing, or connecting, ideas/arguments, evidence, and analytical/evaluative information into a coherent whole–effectively connecting POINT, EVIDENCE, and EVALUATION together?

Proficient
Integrates ideas and/or develops explanations that are clear, coherent, cohesive, and sophisticated–creating a unique and strong argument.

Developing
Arranges ideas and/or develops explanations that are generally clear and coherent save, perhaps, an inconsistency or two caused by a lack of detail, connection, or explanation.

Needs Improvement
Forms ideas and/or develops explanations in a fragmentary manner without clear or coherent order or connection which creates an unclear overall argument.

Missing
Missing.

This criterion is linked to a Learning Outcome
Writing
Does the writing use correct spelling, proper grammar and formatting, and clearly and effectively communicate the writer’s argument to their audience?

Proficient
Writing is of clear and consistent quality (correct spelling and grammar); the writing effectively and clearly communicates the position or perspective of the work.

Developing
The writing can be unclear at points as the writing quality (spelling and grammar) varies. At points the writing is not effectively and clearly communicating the position or perspective of the work.

Needs Improvement
The writing quality (spelling and grammar, for example) is inconsistent and is frequently unclear and/or ineffective in communicating the position or perspective of the work.

Missing
Miss

Stories and Narratives Essay Assignment

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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