Spend some time reflecting, from a Christian Perspective?about Homer’s?The Iliad Steps in the Process Read the work several times (maybe read parts o
spend some time reflecting, from a Christian Perspective about Homer’s The Iliad
Steps in the Process
- Read the work several times (maybe read parts of it aloud) making note of the features that seem particularly beautiful, inspiring, emotional, meaningful, or true. Consider the following questions:
- How does the work help us better value goodness?
- How does the work help us better understand Truth?
- How does the work help us better recognize and appreciate beauty?
- Focus your thoughts into an argument about how the work of literature helps us better understand those aspects (listed directly above) of the Christian faith.
- Compose a thesis-driven, organized ppr presenting your argument and using textual support for your points.
Notes
Although your ppr will be thesis-driven, it is not a literary analysis. Do not simply pick a theme or a literary device and make an argument about that aspect of the work.
You should not do any significant research on the literary work, since the assignment is on your own reflections about it.
The only sources that should be used will be the literary work itself and possibly the Bible (though that is not requried).
What you want to focus on will be how the chosen work of literature presents (and help us to value) goodness, truth, and beauty. Those Christian virtues should be the key points you discuss in the ppr
should be composed in third person perspective.
Style and Length
MLA format 1000-1500 wrds.
Assessment Rubric for Literary Essays
|
Focus & Organization: The student develops a focused, polished thesis supported by a unified, convincing, logical argument about a literary text, using effective organizational cues such as title, thesis statement, transitions, & topic sentences to aid coherence. |
5 (advanced) |
4 |
3 (average) |
2 |
1 (deficient) |
|
Literary Analysis: The student demonstrates skill in analyzing literary texts and uses well-chosen, persuasive, and thorough textual support. The student identifies a primary theme of a literary text, discussing at least one literary element (such as characterization, symbolism, setting, plot, tone, and poetic conventions), and places the text into some type of societal or philosophical context. |
5 |
4 |
3 |
2 |
1 |
|
Reading Comprehension: The student demonstrates familiarity with the vocabulary, sentence structure, and stylistic features of a literary text and can effectively discuss them. The student demonstrates knowledge of plot details and/or textual details, and the student articulates an accurate understanding of the meaning of the text. |
5 |
4 |
3 |
2 |
1 |
|
Use of Source(s) & MLA format: The student smoothly integrates the primary literary source and any secondary sources, using author tag phrases and a proper balance of summaries, paraphrases, & quotations. MLA documentation & paper format are used correctly. |
5 |
4 |
3 |
2 |
1 |
|
Style/Grammar: The student’s writing contains clear sentences and uses polished & precise word choice. The writing is concise, not wordy. The student has an authoritative, objective, academic voice, and the essay is free of errors in the conventions of the English language (punctuation, agreement, run-ons, etc.). |
5 |
4 |
3 |
2 |
1 |
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