Writing about Hamlet Act I Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Essay Four: Your Final Essay A note about citing quotations and paraphrases: Please ask me for assistance if you choose to write about a text for which the documentation style may be unclear. Consider for a while the idea of “the literary canon.” The word “canon” once signified the list of books in the Hebrew Bible and New Testament that were officially recognized by the Christian Church as Holy Scripture. The Bible, after all, did not fall from the sky: out of many religious texts–accounts of Jesus’ life and so forth–somebody, in this case early Church fathers, had to decide which texts were good enough, authoritative enough, to be part of the Holy Bible. Literary critics today use the word “canon” similarly, but they apply it to secular as well as religious literature. From the earliest writing until the Renaissance in Europe, a lot of literature has been written by many different people. Only a tiny, tiny fraction of that literature is published in a book like The Norton Anthology of World Literature. The editors of your book have decided which literature seems important, which literature has been the most influential, which literature has the greatest chance of speaking to a contemporary audience.
The literature that is thought to be important during any historical time period is the “literary canon.” The literary canon is, simply, the literature that seems most indispensable. A lot of people have a hand in the formation of a literary canon. Contemporary authors who are inspired by older authors play perhaps the strongest role. Editors of anthologies like The Norton are certainly important. Teachers and professors, like me, who decide what to place on a syllabus for a course help form the canon. And students like you, who respond enthusiastically to some literature and less enthusiastically to other literature, make a difference. (What professor wants to continually teach a story or poem that the students hate?) I would like these considerations to lead you to the topic for your last essay in this course. Here is the question: I, as your professor, hope to teach ENGL 2310 again in the future. And I will certainly, over time, decide to drop some of the selections we have read this semester in favor of others. But I may very well continue teaching some of this literature until the day I retire.
I want you to present an argument for one piece of literature (or one poet). Argue that one piece of literature or one poet we have read this semester is especially worthy of being kept on the syllabus. Part of the fun of this assignment is that you really ARE having a part in the formation of a literary canon. I really will look at your suggestions and arguments and decide what to teach in future semesters based on them. A word of advice: although you’re using your own values and judgments here, this isn’t meant to be strictly a personal essay. You won’t want to argue, for instance, that a particular literary work should be saved because it spoke specifically to you the most strongly.
(The main character reminded you of your grandmother, whom you love.) You’ll want to consider larger questions here and discuss how a particular literary work is significant for a larger readership. But that’s not to say you might not begin by asking yourself, simply, what text you “liked” the most. Obviously, you will want to quote liberally from and use specific examples from the text you choose to write about. For Essay Four, you can choose to write about ANYTHING we studied this semester. The point of the essay is that you’re creating an argument for why a particular work of literature is important enough that we should consider it an work of World Literature that deserves to be continued to be studied.
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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