Order ID: 89JHGSJE83839 | Style: APA/MLA/Harvard/Chicago | Pages: 5-10 |
Instructions:
Assignment: Write a thoughtful and well-written 1-2 pages (about 250-500 words) creative historical analysis OR create your own “Beowulf”-inspired-story drawn from the readings or 8.5 Presenting History Exercise and please try to submit the assignment by the end of Week 8 (Sunday, October 18th) if possible (you can still submit it after that).
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Expectations: 1-2 pages (about 250-500 words) of clear and strong quality writing, definitely proofread!, using appropriately cited evidence to support your interpretation.
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Topic: Stories and Narratives
This week we’re looking at the development of new stories (“sagas”) as part of our consideration of the “Early Middle Ages” and, in particular, you’ve been asked to study and think about Beowulf as part of a consideration of stories and narratives using a historical primary text (Beowulf) to consider how stories can be interpreted, put into historical context, and actively used by historians and others.
What I’d like you to write about for this assignment is one of 2 options of your choice:
OPTION 1: Using Beowulf as at least your starting point, provide a historical analysis of what that story or stories like it can reveal about the culture and society that create the story, retell the story, and/or continues to use the story or stories like it; in other words, what do these stories tell us about Europe as it enters into the “Middle Ages?” (You can extend this to consider what these stories tell us about modern culture today as well if you’d like.)
OPTION 2: Create your own historical fiction story inspired by Beowulf and the histories we’ve been of Europe after the end of the Roman Empire.
NOTE: Your story must contain at least 3 historically accurate people, places, or events (so you can’t completely “Game of Thrones” this…) that you specifically identity.
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Tips: You can (but don’t have to!) consider any of the following:
Why are “heroic” stories so common/popular?
How are “heroes” and/or “villains” portrayed?
Have modern stories changed much from Beowulf? How are they similar? How are they different?
If you want to go the historical fiction route imagine a story like Beowulf but set in Rome as the empire crumbles? What would that look like?
*NOTE: There are no right or wrong arguments; I just want you to practice making connections to produce a historical argument.
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Feedback: Your feedback, which will become part of your overall evaluation in this course, will be based on 5 criteria of emphasis (NOTE: this will be interpreted slightly differently if you go the historical fiction route!)–
1. POINT: This will be your specific response to the question (“Beowulf presents a culture and society that ________”). Usually 1 sentence; this is the thesis or topical sentence.
2. EVIDENCE: This is where you cite specific EVIDENCE to support your POINT. Remember, EVIDENCE is 1) contemporary (from the time period you are discussing or related to your point), 2) relevant (relates to your topic and argument), and 3) biased (presents a particular point-of-view/interpretation).
3. EVALUATION: Having explained your EVIDENCE you then need to tie your argument together by explaining how and why the EVIDENCE supports your POINT. This evaluation, or analysis, connects your argument together to form a strong circle: POINT-EVIDENCE-EVALUATION-POINT.
ARGUMENT: How well you are combining your point, evidence, and evaluation together to form an overall ARGUMENT. The clearer and more specific your connections between your POINT, EVIDENCE, and EVALUATION are the stronger your overall ARGUMENT will be to your audience.
WRITING: The quality of your WRITING doesn’t have to be perfect, but any argument is stronger when it is well-written so be sure to proofread for spelling, grammar, and word-choice.
POINTS: CANVAS LOVES USING POINTS EVEN IF I DON’T WANT TO. PLEASE NOTE:
THE RUBRIC “POINTS” ARE NOT COUNTED AND THE RUBRIC TOTAL WILL NOT FACTOR INTO YOUR FINAL GRADE! IT’S JUST A WAY TO GET A SENSE OF AREAS OF STRENGTH AND AREAS FOR IMPROVEMENT.
THE ASSIGNMENT POINT (1 POINT) IS BASED ON WHETHER YOU HAVE SUBMITTED THE ASSIGNMENT AND I PROVIDED YOU FEEDBACK–IT IS OTHERWISE MEANINGLESS!
Rubric
Writing Assignment Rubric (5)
Writing Assignment Rubric (5)
Criteria Ratings
This criterion is linked to a Learning Outcome
Point
Is the thesis statement/point clear, specific, strong, and is it related to the proposed topic?
Proficient
Describes a position and perspective related to the topic accurately and clearly.
Developing
Identifies an over-simplified position or perspective with minor inaccuracies or a lack of clarity.
Needs Improvement
Incomplete or missing a position or perspective or presents a position or perspective in very unclear or inaccurate terms.
Missing
Missing.
This criterion is linked to a Learning Outcome
Evidence
Is the cited evidence clear, specific, accurate, and related to the point/topic? And, if necessary, is the evidence cited correctly?
Proficient
Presents/cites information (data, ideas, or concepts) accurately and appropriately in a context that relates to the point/topic.
Developing
Reports/cites information (data, ideas, or concepts) with minor inaccuracies, irrelevancies, or omissions.
Needs Improvement
Missing necessary evidence or using/citing information (data, ideas, or concepts) inaccurately, incompletely, or omitting relevant information as evidence.
Missing
Missing.
This criterion is linked to a Learning Outcome
Evaluation
Is there a historical interpretation communicated that employs connections, perspectives, ideas, and/or themes to provide effective analysis and evaluation of historical information?
Proficient
Provides an interpretation of information, ideas, or themes that is detailed and well-explained in a logical and clear manner.
Developing
Provides an interpretation of information, ideas, or themes that is generally logical and clear but needs more explanation and specific detail to provide a stronger interpretation.
Needs Improvement
Provides an unclear interpretation of information, ideas, or themes that contains inaccuracies, excessive generalities, and/or a lack of explanation.
Missing
Missing.
This criterion is linked to a Learning Outcome
Argument
Is the overall assignment synthesizing, or connecting, ideas/arguments, evidence, and analytical/evaluative information into a coherent whole–effectively connecting POINT, EVIDENCE, and EVALUATION together?
Proficient
Integrates ideas and/or develops explanations that are clear, coherent, cohesive, and sophisticated–creating a unique and strong argument.
Developing
Arranges ideas and/or develops explanations that are generally clear and coherent save, perhaps, an inconsistency or two caused by a lack of detail, connection, or explanation.
Needs Improvement
Forms ideas and/or develops explanations in a fragmentary manner without clear or coherent order or connection which creates an unclear overall argument.
Missing
Missing.
This criterion is linked to a Learning Outcome
Writing
Does the writing use correct spelling, proper grammar and formatting, and clearly and effectively communicate the writer’s argument to their audience?
Proficient
Writing is of clear and consistent quality (correct spelling and grammar); the writing effectively and clearly communicates the position or perspective of the work.
Developing
The writing can be unclear at points as the writing quality (spelling and grammar) varies. At points the writing is not effectively and clearly communicating the position or perspective of the work.
Needs Improvement
The writing quality (spelling and grammar, for example) is inconsistent and is frequently unclear and/or ineffective in communicating the position or perspective of the work.
Missing
Miss
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
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48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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