Writing Question
Essay Exam ***Will need access to my d2l to go through discussion posts and peer comments. (will show you how to navigate through) ***Plagiarism Warning: ALL writing assignments in this class have Turnitin enabled. That means plagiarized material will be flagged and a Similarity Report will be sent. Similarity Report gives the instructor information about what percentage of a document is lifted from other sources (including online sources and papers submitted to other universities, etc.), and a listing of all such sources. Instances of plagiarism will be reported for academic misconduct to the Dean of Students at Student Affairs. In other words, please use your own words and ideas for all your writing. Other than the required quoting of texts, lectures, and discussion comments (see below for more details), you should also refrain from relying on outside research, opting instead to develop and present your own argument and analyses. ANY source you do still choose to use needs to be credited (with quotation marks, citations, etc.) EACH and EVERY time you use a source. It is NOT acceptable to “borrow” key words/phrases/sentences from another source and then just leave a citation at the end of a paragraph. You need to indicate EXACTLY when and how you are using someone else’s ideas or words. Even if I have not called out anyone in discussion boards for such a practice, doing so in exams and papers will result in severe penalties. Please keep in mind that these are relatively short essay responses, so please try to limit even quotations from the texts to short and very relevant passages. (READ: Get straight to the point and do NOT exceed 3-4 lines of quotation per quote.) You are able to view the percentage of material flagged by “TurnItIn” similarity score for Similarity Report (Originality Check). If you find your percentage creeping above 15-20% or so, that is a clear indication that you need to cut down on the amount you quote/cite. These are not just arbitrary numbers but rather an indication of how much of your own voice is coming through in your writing. ***Remember that when you quote, those words do NOT count towards your total word count (for better or for worse). Do not summarize plot. Instructions for this exam: Write TWO essays for the exam. EACH of your two responses should be about 550-600 words of YOUR OWN WORDS/ANALYSES to total 1100-1200 words for the exam overall. While you should certainly present details and supporting evidence from your texts, please try to limit quotations from the text to short and very relevant passages. When you quote, those quoted words and any citations do NOT count towards your total word count (for better or for worse). Yes, I do check! Some people will be able to spend more time on these essays than others, so, to be fair to everyone, you are all limited to 1500 words total for the two essays together. Since some of you are already writing discussion comments in excess of 500 words, these word counts are clearly not too high. Instead, many of you will need to work on getting more directly to your main point. Please remember that, unlike discussion board comments, this is a “take-home” essay exam for a 200-level English class. Your document is expected to have error-free grammar, complete sentences, appropriate paragraph breaks, original ideas and analysis, and specific details. With each option, the bolded section is the actual prompt you need to address. Aside from the bolded section, you are presented with some critical analytical issues or questions or lecture/ discussion material you should consider. You do NOT need to take each question and “answer” them in order, but you do need to contemplate these questions to formulate the direction you want to choose for your own essay. Then, offer your particular critical analytical ARGUMENT about the topic at hand. Choose TWO prompts and respond with essays of 550-600 words EACH (for a total of 1100-1200 words), not counting quotations or citations. Additional Requirements: • You MUST quote from at least ONE lecture for each of your essays. When quoting, you can follow something similar to this model: “… As mentioned in the first lecture on Hamlet, ‘…..’ (Kim, Lecture 7)…” [Yes, your professor is Julie Kim, and you would use the last name for quoting. You also need to mention which lecture you are pulling this quote from.] • You MUST quote from at least ONE peer comment for each of your essays—aside from your own comments or anything I wrote. When quoting, you can follow something similar to this model: “… As argued in a discussion comment about Antigone, ____ writes, ‘….’ (______, 4.3)…” [You need to use the student’s last name and identify which lecture and prompt the comment is from. Please remember that “Julie Kim” is me—your professor—so please use a peer comment instead of something I wrote.] Please note that none of these quotes should be very long (just 1-2 lines long) and that you cannot use the same quote again. You must supply these quotes (totaling just 2 per essay— one from my lectures and one from your peers) to indicate that you have been reading lectures and engaging in discussions. 1. Afterlife in Everyman and Hamlet: Everyman and Hamlet, as central characters in their respective plays, deal with the topic of death and the possible afterlife (hell, purgatory, sin, salvation, etc.). Presenting carefully chosen evidence from the texts, lectures, and discussion comments as supporting material, analyze the extent to which the two plays’ (and the two characters’) similar or different attitudes toward death and the afterlife impact our understanding of their particular situations. [For further thought and direction: How might the cultural history and spiritual beliefs of the periods that produced these plays be influencing these conceptions of death? How would you compare the two characters’ attitudes toward death, including religious perspectives? To what extent are these attitudes towards death and the afterlife explained or justified within the plays? How so or why not? For reference, do remember that we covered periods and cultures, religious issues, etc. ALL in our lectures and discussions. You MUST offer a comparison of the two works instead of just writing on them separately.] 2. Hero/Protagonist or Villain/Antagonist in Antione and Hamlet?: Readers might not actually call Creon a “villain” and more charitably identify him as the chief “antagonist” to Antigone, the heroine protagonist in Antigone. Hamlet, on the other hand, is one of the most famous “tragic heroes” of all time. Yet, can we flip the two designations? Presenting carefully chosen evidence from the texts, lectures, and discussion comments as supporting material, evaluate the possibility (which you can certainly reject) that Creon could be called a “tragic hero” and Hamlet ultimately as a character obsessed with revenge who is ultimately a destructive “antagonist” force. [For further thought and direction: How might their specific and unique situations as well as the plays’ periods/cultures be influencing these two characters’ responses towards what they believe to be their correct course of action? In responding to this prompt, you must consider and reference the lectures and discussions on the plays as they dealt with notions of (Aristotelian/ classical) tragic hero and Renaissance “Revenge tragedies.”] 3. Character development and growth in Antigone and Everyman In both Antigone and Everyman, the title characters (for whom the plays are named) initially search for those who will accompany them to their fates, whether it be to Everyman’s reckoning or to perform burial rites Antigone believes her gods demand for both her dead brothers. On the journey each undertakes, they interact with other characters and learn something about themselves, their family or friends, their society’s religious or political leaders. Presenting carefully chosen evidence from the texts, lectures, and discussion comments as supporting material, which character (Antigone or Everyman) would you argue develops MORE as a character and arrives at a BETTER understanding of their place in their world through these interactions with others? [As you can tell by the capitalized words (MORE and BETTER), you are required to treat the plays together, comparatively. Do NOT treat the plays separately. That is, would you say one or the other play made more effective use of character interactions to develop the central character? How so? Yes, you are welcome to use terms like “static” vs “dynamic” or “flat” vs “round,” etc. Again, you MUST offer a comparison of the two works instead of just writing on them separately.]
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