Marlowe and Shakespeare plays

Marlowe and Shakespeare plays

topic : Marlowe and Shakespeare plays

UA400-060: Texts and Ideas: Unbelief

Professor John Guillory
Spring 2021
Paper #3 Prompt

Length:9-10 pages, double-spaced; 12 pt Times New Roman; 1-inch margins

Submission: Papers should be submitted in accordance with the requests of their recitation instructor by May10, 2021 at 12:00 PM EST. Late work will not be accepted; no extensions will be granted.

For the Marlowe and Shakespeare plays assignment, choose one of the prompts below.If you wish to propose a different idea or theme, please confirm with your recitation instructor first.

Write a brief essay on one of the following topics. You should aim to consider two or three of the works we read since we discussed the plays by Marlowe and Shakespeare. You may mention works by writers we read earlier in the semester, but more substantial consideration should be given to (at least two) works from the latter half of the syllabus.

We have appended a list of possible writers to engage for each topic, but these are suggestions only. You should feel free to consider writers other than those on this list.

1. Many of the writers we have read engage the concept of nature as foundational for asserting or denying the existence of gods or God. Consider this concept in its various significations in two or three writers from the latter part of the term. You might want to consider as a corollary of this topic the implications for the definition of the human implied by the concept of nature.Possible authors: Bacon, Earl of Rochester, Pascal, Spinoza, Hume, Tennyson, Nietzsche, Freud

2. The phenomenon of miracles was a flashpoint for debates between belief and unbelief in Western thought. In two or three of the figures we have read, consider the arguments for and against miracles. You might also want to consider in this connection the related concepts of magic and superstition. Possible authors: Bacon, Pascal, Spinoza, Bayle, Hume, Shelley

3. Unbelief ultimately means living without gods or God. Consider the question of “how to live” without gods or God in two or three of the authors we have read. What are the implications for morality of life without religious belief? Possible authors: Hobbes, Earl of Rochester, Spinoza, Hume, Shelley, Dostoevsky, Tennyson, Arnold, Nietzsche

We ask that you use MLA style for citations, including both in-text citations and a “works cited” at the end. Papers that do not use proper citation style or are not proofread will not be accepted.

At the end of your paper, you must write a brief one paragraph reflection in which you score your own paper based on the attached rubric, explain why you’ve chosen this score, and reflect on what you perceive to be the strengths and weaknesses of your final paper.

Assessment: Papers will be graded based on the attached rubric. The rubric has been updated and adapted from previous assignments and from the Association of American Colleges and Universities’ Value Rubrics.

 

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rubric for Marlowe and Shakespeare plays

 

5

Exceeds Standards

4

Meeting Standards

3

Approaching Standards

2

Below Standards

1

Far Below Standards

Comprehension

Intentionally identifies multiple elements of the text studied to further the analysis or argument.

Explains implications of these elements beyond the text or classroom.

Accurately identifies multiple elements of the text studied to analyze.

Recognizes possible implications of these elements beyond the text or classroom.

Inconsistently identifies multiple elements of the text but in a tangential fashion.

Larger implications of the argument stated but left unaddressed.

Makes an attempt to identify an element of the text.  It is not clear why a particular element is identified for analysis.

Larger implications of the argument are not clearly stated.

Specific elements of writing or production are not identified.

Larger implications of the argument are not stated.

Analysis

Analysis is perceptive, original, thorough, clear, attentive to detail, and precise.

Organization of argument is thoroughly developed and successfully proven.

Arguments are specific, controversial, and thoughtful.

Analysis is clear and precise.

Organization of argument is complete and proven.

Arguments are clear, specific, and attentive to the task

Analysis is plausible but oversimplified and/or not well grounded in the text.

Organization stems from ideas, but progression may lack logical order or become generalized.

Argument has some minor flaws or missing pieces.

Analysis is oversimplified, too general, or unconvincing.

Organization stems from examples, not ideas and/or ideas lack cohesion and therefore argument is not proven.

Argument changes in direction or is inconsistent.

Argument relies almost entirely on summary or is not present.

Organization is scattered and has no logical connection.

No clear argument is made.

Use of Evidence

Supplementary evidence beyond the text or the performance is used to enhance the argument.

Appropriate evidence is chosen to support claims based on the kind of writing.

Evidence is chosen, but quotation may be too long or may be irrelevant to the argument.

No direct quotations are chosen to support claims, only specific references to the text.

Only vague references to the text are made in support of the claims and commonplaces are frequently used.

Organization and Development

Ideas are logically sequenced and transitions between sentences and paragraphs create seamless flow that make the argument’s progression clear and sophisticated.

There may be transitional phrases between paragraphs, but the transitions are superficial and generally don’t illustrate a clear relationship between ideas.

There are few transitions between paragraphs, ideas are disjointed or misplaced.

Relationship between paragraphs is unclear, ideas are scattered throughout and fail to support the thesis statement.

Paper is incomplete, or incoherent.

Context and Genre

Demonstrates a thorough understanding of context, conventions, audience, and purpose that is responsive to the assigned task and focuses all elements of the work.

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned tasks.

Demonstrates partial awareness of context, audience, purpose, and to the assigned tasks (ie, begins to show awareness of audience’s perceptions and assumptions).

Demonstrates minimal attention to context, audience or infrequently uses conventions of academic writing.

Does not meet the standards of academic writing or is not appropriate for the genre of the assignment.

Information Literacy

Accesses information using effective, well-designed search strategies and most appropriate information sources.

Correctly uses all the following information use strategies for both primary and secondary sources; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution.

Accesses information using a variety of search strategies and some relevant information sources.

Students correctly use three of the following information use strategies: choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution.

Accesses information using simple search strategies, retrieves information from limited and similar sources.

Students correctly use two of the following information use strategies: choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution.

Accesses information randomly, retrieves information that lacks relevance and quality.

Students correctly use one of the following information use strategies: choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution.

Information chosen is irrelevant to argument or inappropriate.

No information use strategies are utilized.

 

 
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