final paper for an english post humanism paper

Draft due Apr. 27 in class

Revised final paper due in class Apr. 29

Assignment

The final paper assignment is to write a six- to eight-page paper applying one or more ideas from the critical essays that we have read to one or more texts from our class. The topic is wide open, but you may find it useful to think about the following course threads or consult our working papers when formulating your topic.

· Butler’s ideas of dehumanization, derealization, and/or violence

· Hurley’s discussion of posthumanism or body horror

· Coyne’s outline of technoromanticism and its related themes: unity vs. multiplicity; bodily transcendence; prosthetics; omnipotence via technology vs. oppression and elitism; artificial life; artificial intelligence, or utopianism

· Hayles’s arguments about posthumanism, the cyborg, or human agency

· Morse’s articulation of the tensions between the physical “meat” body and the transcendent virtual/technological body, the cyborg, or “smart” drinks and drugs

· Bressler’s (or other critics’) explanations of Ecocriticism, postapocalyptic narratives

· Halberstam’s theorization of failure as something that entails both positive and negative aspects

· Salecl’s assessment of body modification and its relationship to identity, sadism, masochism, or the desire for self-imposed discipline

· Bordo’s exploration of plastic surgery and postmodern understandings of the body

· These essays may be used to connect to a variety of other thematic paper topics, including representations of the future, capitalism, race, ethnicity, gender, sexuality, religion, language, bodies and disease (physical or virtual), and futuristic labor systems and worker exploitation

Think of this assignment as your chance to show me what you’ve learned during the semester, get feedback from your peers, and then submit a thoughtful, well-written reading of the text(s) you chose. Many of you generated excellent paper topics by writing response papers, but if you have any trouble selecting a text, please meet with me in office hours (see the syllabus for times).

Formatting

The paper should be correctly formatted using MLA style, include in-text quotations and citations for both the primary text you’re discussing and any secondary material you incorporate, and a complete works cited page. All headings and page numbers should be correct, and the paper must be stapled. Proper use of MLA style constitutes part of a letter grade for this assignment (see the attached paper-grading rubric).

Late Paper Policy

Because of the short timeframe between when I receive papers during finals week and when I must submit my grades, late papers will not be accepted.

Grading Explanation

A/A- Grades in this range indicate excellent writing and analytical skills. The essay demonstrates

(√+) a sophisticated writing style, including variety in sentence structure, effective word choice, and a firm grasp of standard conventions of written English. The author quotes directly from the primary and secondary text(s) used, understands them, and uses them to create a complex, nuanced reading of the primary text being discussed. All main points are supported by specific evidence or examples that explore the issue in a focused, organized, and well-developed manner. The A- essay may require proofreading for an occasional typo or minor expansion of an idea, but there is no pattern of grammatical, stylistic, or word-choice issues.

B+/B Grades in this range indicate strong writing and analytical skills. The essay shows some

(√) variation in sentence structure and vocabulary and demonstrates general competence in the areas of grammar, punctuation, and style. The author quotes directly from the primary and secondary text(s) used, understands the them, and uses them to create a complex reading of the primary text being discussed that could be more nuanced at times. Most main points are supported by specific evidence or examples that explore the issue in a focused, organized, and well-developed manner. On the whole, these are strong essays that require fine tuning of ideas, qualification of an occasional generalization, or more attention to proofreading for typos or random grammatical or punctuation issues. The B+ essay is often an A-quality paper that struggles to maintain a consistent point of view, has an uneven or informal tone, or needs more attention to formatting and MLA Style.

B-/C+ Grades in this range indicate satisfactory writing and analytical skills that are marginal in some

(√) areas. The essay offers strong ideas but shows a pattern of issues relating to grammar, style, punctuation, and/or clarity of writing that is distracting without impacting comprehension. The author quotes directly from the primary and secondary text(s) being discussed but may not fully understand them. The essay may show an attempt to focus and organize the essay, but examples may be so brief that they lack clarity. The B- essay is usually strong in terms of content but shows a pattern of problems with writing mechanics.

C The C grade indicates average, perhaps hasty, writing and analytical skills. The essay has problems

(√-) in one or more of the following areas: The essay may make claims that are too general and overlook the complexity of the issue under discussion. Sentences may lack variety, may repeatedly use language in an imprecise manner, or may contain multiple problems relating to grammar, style, punctuation, and/or clarity of writing that are distracting and may occasionally impact meaning. The author may inadequately develop and support the thesis because of a misreading of the primary and/or secondary text(s) being discussed, or the essay contains insufficient quotations or other details from these texts. The essay may lack focus because its thesis describes instead of argues, is vague, or digresses.

C-/D Grades in this range indicate clearly inadequate writing and analytical skills. The essay may be

(√-) incomplete or read like a draft with stylistically simple or structurally repetitive sentences and/or multiple patterns of problems with grammar, punctuation, word choice, style, and/or clarity of writing that are confusing. The author misunderstands the primary and/or secondary text(s) being discussed or does not include direct quotations from these texts. Paragraphs may be disconnected and/or the thesis may be unclear or absent.