Literary and Cultural Studies Paper
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LCS365essay2-18.docxLCS365 American Literary Contexts
Suggested Topics for Essay #2
This essay should be 1500-2000 words (about 4-5 double-spaced pages). Write in response to one of the following prompts. If you would like to write on a different topic, see me to discuss the possibilities. Use the resources available to you (appointments at the Writing Center, conferences with me, writing guides) to refine your thinking and writing. Be sure to focus your discussion carefully; avoid summarizing or generalizing. Your essay should be well developed, with specific textual evidence supporting all claims. Proofread carefully. Plagiarism will result in a zero for the assignment.
· Due on Tuesday, December 4 at 11:59 p.m. Turn in via Blackboard under “Assignments.” Late papers are marked down, and no paper is accepted more than a week late.
· To protect your intellectual property, you must check the box next to “I agree to submit my paper(s) to the Global Reference Database.” Don’t forget to hit the final “Submit” button.
· See the Rubric on the next page for expectations.
1. Discuss the ways different texts we have read since the midterm approach history. What do the texts say about the value of history in America? Where do they describe history (either national or personal) being erased? What do they suggest is the effect? What kinds of alternatives to established history or mythology do they present?
2. Analyze the literary strategies of nineteenth century protest literature, choosing two or three examples from among the following: “An Indian’s Looking Glass for the White Man,” “Indian’s Welcome to the Pilgrim Fathers,” “Indian Names,” “Quinney’s Speech,” Narrative of the Life of Frederick Douglass, Incidents in the Life of a Slave Girl, Uncle Tom’s Cabin, “The Slave Mother,” “Letter XII. Human Rights Not Founded on Sex,” “Reminiscences by Frances D. Gage of Sojourner Truth,” and “Declaration of Sentiments.” How do writers register their protests and try to convince people to join their cause? For example, is there a strategy that is prevalent across several different protest texts or one that stands out as different from others? Is there a strategy that is particularly effective or ineffective, in your view?
4. Creative option: Imagine that any two of the authors we have encountered since the midterm are appearing on a cable news show to debate the issues of their day. Write a dialogue of their exchange, being sure to adopt the voice, perspective, and position of each author. It would make sense to organize your dialogue around a central issue: for example, the possibility or morality of radical self-reliance; the relation between the oppression of white women and slave women; or the so-called “Indian question.” Paraphrase your authors; do not quote their writing verbatim. Your dialogue will be evaluated in part according to how well you represent and maintain the voice, perspective, and position of the authors. If you chose the creative option for Essay 1, please choose a different option this time.
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Rubric [creative option criteria in brackets] |
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Excellent |
Proficient |
Satisfactory |
Substandard |
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Content 35 points possible |
Essay addresses the topic fully and thoughtfully, showing sophisticated understanding of key concepts and offering insights that move beyond the obvious [creatively demonstrates sophisticated understanding of key concepts] (32-35) |
Essay addresses the topic, showing solid understanding of key concepts and offering some insights [creatively demonstrates solid understanding of key concepts] (28-31) |
Essay addresses the topic, but in a limited way, referencing key concepts without demonstrating a solid understanding and offering only limited insights [creatively demonstrates a limited understanding of key concepts] (24-27) |
Essay fails to address topic, showing little understanding of key concepts and offering only superficial readings or summaries of materials [fails to demonstrate understanding of key concepts or to use creativity] (<24) |
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Reasoning 35 points possible |
Essay develops an original and perceptive thesis; essay addresses relations between concepts and materials or among different materials in meaningful ways, substantiating points with concrete, well-chosen examples [demonstrates a deep familiarity with materials, clearly and imaginatively alluding to texts and concepts] (32-35) |
Essay develops a sound thesis; essay addresses relations between concepts and materials or among different materials, substantiating points with concrete examples [demonstrates good familiarity with materials, clearly alluding to texts and concepts] (28-31) |
Essay develops a thesis that may be too general, or fails to support the thesis; essay addresses relations between concepts and materials or among different materials in a limited way, using examples that may not be well chosen or logical [demonstrates some familiarity with materials, without alluding to texts and concepts clearly] (24-27) |
Essay fails to offer or develop a thesis; fails to address relations between concepts and materials or among different materials adequately; and/or fails to substantiate claims with examples [fails to demonstrate familiarity with materials] (<24) |
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Expression 30 points possible |
Essay uses direct, eloquent language, organizes ideas clearly and logically, avoids tangents and repetition, and follows rules of grammar and mechanics [imaginatively develops and consistently maintains voice of model; clearly expresses meaning] (27-30) |
Essay uses direct language, organizes ideas logically, largely avoids tangents and repetition, and follows rules of grammar and mechanics with minor errors [develops and largely maintains voice of model; expresses meaning] (24-26)
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Essay uses vague or indirect language, weakly organizes ideas, may stray from topic or be repetitive, and/or indicates lack of proofreading with multiple errors in grammar and mechanics [voice is not consistent with model; meaning is sometimes unclear] (22-23)
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Essay does not meet basic standards of college writing [uses voice that is wholly inconsistent or inappropriate to project; fails to communicate meaning] (<22) |
PLAGIARISM WILL RESULT IN A ZERO FOR THE ASSIGNMENT.
