Plagiarism and AI Warning

***Plagiarism and AI Warning: ALL writing assignments in this class have Turnitin enabled, along with AI-writing detection. That means plagiarized or AI-generated material will be flagged and a Similarity Report will be sent. Please note that using sources like Grammarly, QuillBot, etc. is considered using AI writing assistance and will likely be flagged by D2L. Similarity and AI Reports give the instructor information about what percentage of a document is AI-generated or lifted from other sources (including online sources and papers submitted to other universities, etc.), and a listing of all such sources. Instances of academic dishonesty 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). So, even if your essay is 600 words long, if you are quoting 25% of the time, that means the essay might not be meeting the required limit. Do not just quote or summarize plot in an attempt to meet the word count. 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 pruning your prose and 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. English 202 Exam 3 Prompts: 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. Power Dynamics in Beckett and Wilson While Waiting for Godot and Fences are distinctly different in style, both plays featured common elements of crucial interpersonal relationships and important power dynamics— especially between more dominant and more submissive personalities. Write an essay about the significance of power dynamics in Waiting for Godot and Fences by focusing on at least ONE central relationship in EACH PLAY as these relationships progress throughout the plays. Which play, would you argue, is MORE successful in exploring the significance of power gaps and dynamics in the two plays? That is, does an examination of power dynamics in one play better enlighten our understanding of those characters or yield meaningful truths about such relationships in general? [You may choose to write about Didi and Gogo or Pozzo and Lucky in Beckett; and you may choose to write about Troy and another character (of your choosing) in Wilson. Please make sure that you are concentrating specifically on the RELATIONSHIPS—especially in terms of power dynamics—rather than on the characters individually.] 2. Theatrical Innovation in Beckett and Churchill In our final section, we studied two plays which were “groundbreaking” in their innovative approaches to drama. Particularly in terms of setting and dialogue, both Waiting for Godot and Top Girls made us re-evaluate what we could expect to see on the stage. In your essay, evaluate how useful you found the non-traditional/experimental aspects of stagecraft in Waiting for Godot and Top Girls in reflecting on the two plays’ central themes and preoccupations. For instance, would you argue that the theatrical innovations help or hinder the main ideas the writers are trying to get across to their audiences? Which play, would you argue, is MORE successful in utilizing experimental dimensions (ie, form) of their works to foreground important ideas (ie, content)? Why or how so? 3. Wilson and Churchill Interview Comments With two of the plays we studied this section, we have available for our study some comments the playwrights themselves offered about ways we might approach themes and characters within their works. Sometimes, an author’s comments mesh with our own reactions to the works, and other times their assessments might offer readings we are not in full agreement with. Consider the evaluations presented by Wilson and Churchill about their works (which were available within lectures and copied below as well), and write an essay responding to the authors’ own perspectives of their works. You or your classmates might have had differing reactions to these plays from ones offered by the authors themselves, resulting in a less sympathetic view of Troy in Fences or more positively feminist reading of Top Girls, etc. Which author’s interview comments, would you argue, BETTER match with your own readings of their works? Analyze why might there be differences between how the authors perceived their works/characters versus how you (and/or today’s audience more generally) respond to these works/characters. For instance, is it possibly a matter of an author not having developed a character or themes more clearly or a question of different periods and their changed attitudes towards certain issues/themes, etc.? *****August Wilson about Troy in Fences, in an interview with David Savran, March 13, 1987. Excerpt published in Types of Drama: Plays and Contexts, Edited by Sylvan Barnett, etal., New York: Longman, 2001, p.1343.) “[Troy] has a tremendous love for the kid. But he is not going to say, ‘I love you,’ he’s going to demonstrate it. He’s carrying garbage for seventeen years just for the kid. The only world Troy knows is the one that he made. Cory’s going to go on to find another one; he’s going to arrive at the same place as Troy. I think one of the most important lines in the play is when Troy is talking about his father: ‘I got to the place where I could feel him kicking in my blood and knew that the only thing that separated us was the matter of a few years.” *****Caryl Churchill about Top Girls, in Interviews with Contemporary Women Playwrights, pp.81-2 (Edited by Kathleen Betsko and Rachel Koenig): “…What I was intending to do was make it first look as though it was celebrating the achievements of women and then—by showing the main character, Marlene, being successful in a very competitive, destructive, capitalist way—ask, what kind of achievement is that? The idea is that it would start out looking like a feminist play and turn into a socialist one, as well. And I think on the whole it’s mostly been understood like that…” NOTE: Please do not forget that you need to include quotes from both my lectures and your peers’ discussion comments in EACH of the two essays. The quotes you choose need not fully/ directly address the topic at hand, and there are plenty of comments you could bring to bear at least on the periphery of these topics.

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