Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Women in the sixteenth and early seventeenth centuries
Discuss the varied roles of women and/or the ways women are portrayed in the literature we’ve read from the sixteenth and early seventeenth centuries. Cite two or three examples of women from the time period and explain how their experiences are mirrored in the period’s literature, as evidenced by at least two or three of the texts we’ve read. In your thesis, make a point regarding how women were seen in connection to these roles throughout this time period, and utilize the examples you discovered to back up your claim.
Choose a question from the list and answer it in an essay, using as many paragraphs as required to be thorough. The minimum length is three pages (typed, double-spaced), although you may need a little more to fully discuss your topic. To avoid any confusion, be sure your readers understand which question you are responding to. The question will be used to help you build your thesis statement. (Hint: your thesis will provide an answer.)
Each essay should start with a brief description and introduction to the text(s) you will be discussing. You’ll also want to provide us a short tag to help your readers identify the author(s). Consider the following scenario: Part allegory, part romance, The Faerie Queene is an epic poem. Edmund Spenser, one of the greatest poets of the early 16th century, wrote it. The Faerie Queene follows the Redcrosse Knight and his lady, Una, as they embark on a mission to defeat the dragon who has imprisoned her parents.
Responding to the question in broad terms and then citing instances from the work is an excellent method to organize your response. Introduce each example by quoting a brief passage from the work and citing the page (or line, in the case of poetry) in parenthesis, followed by a brief explanation of the example. The Golden Rule: Always discuss/comment on the example you used to back up your claim. Here are some pointers to get you started:
To your readers, explain how you interpreted the quote.
Examine the quote’s importance.
Extend the author’s point in order to make a new one.
Make a concrete connection between the quote and your point.
Provide other instances that relate to the quote.
The typical method for answers of this type is to give an example, back it with a brief quotation or paraphrase (cited), and then explain the importance of the example. Choose the finest examples, not just the first ones you come across or the ones we’ve discussed. The most prevalent error in essays is not saying enough; the second is using too few examples or too many quotations.
The first two essays aren’t research papers in the traditional sense. The essays are designed to allow you to show that you can synthesis information from readings, discussions, introductory information from the textbook, and extra material (available in the Learning Activities) to demonstrate your understanding of the subject.
Essay Three (The Restoration and the Eighteenth Century) follows the same rules as the prior two essays, but it will also require you to conduct some research to back up your claims. At least two sources dealing particularly with the primary sources and/or the author you are writing about in your essay are required. If you’re having trouble obtaining sources, please email me or a Sinclair reference librarian. For these sources, you must use the databases in the Sinclair Library LibGuides.
Do not get caught up in plot summaries. Plagiarism is not tolerated. Plagiarism will earn you a F for the essay, or, if it happens again, a F for the entire course, at my discretion. Please study the online definition of plagiarism and contact me if you have any questions.
The present tense is used to study the literature. When appropriate, write in the past tense. Gulliver’s Travels, for example, was published in 1726.
For each paper, use MLA citations and documentation. Each of these essays should also be written in MLA format. Please use the 12 point Courier New font. Remember to include the heading in the upper right corner. Add your name, your instructor’s name, the course number-section number, and the date to the upper left hand corner (in this order). The date should be something like this: November 19, 2019. Remember to include your Works Cited page. The essay will not obtain a passing mark if you do not employ MLA citation and documentation.
Women in the sixteenth and early seventeenth centuries
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. |
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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Women in the sixteenth and early seventeenth centuries |
Women in the sixteenth and early seventeenth centuries