Reinhold Niebuhr wrote, “A vision of the whole is possible only if it is assumed that human history has meaning; and modern empiricism is afraid of that assumption. Meaning can be attributed to history only by a mythology” (qtd. in Bierlein 264). We limit our own freedom and experience of the world if we only rely on the worldview or interpretations of others. In this light, creating your own interpretations of texts increases and enriches your own experience of reading and engaging texts.
By this point of the semester, we have discussed several critical approaches used in interpreting myths. With these discussions in mind (and referenced throughout Parallel Myths), please write a formal essay in which you analyze and interpret one (or two maximum) work(s) through the lens of one of those critical approaches. Use one of the myths from our texts. You should anchor your essay with one of the various critical approaches used for interpreting myths by finding one or more critics writing in that genre, not necessarily about the myth you have chosen (note that critical approaches can stand in contrast with the one you choose to analyze, as a way of developing external, or oppositional, context). Be sure to focus your argument with a strong, clear thesis, and support your claim with ample evidence from the myths themselves. The best essays will follow the conventions of academic papers as covered in earlier composition courses. Outside research for this assignment is required to help provide critical background for your own interpretation.
Critical Approaches/Theories
- Universal theory of myths (Psychological)
- Freudian Oedipal complex
- Jungian archetypes
- The hero’s journey (Joseph Campbell)
- Diffuse theory of myths
- Matriarchal theory – heteristic to matriarchal to paternal; the “white goddess” (or earth mother) to the overthrow by male gods; also, the evolution of measuring time from monthly to annually
- Linguistic – structuralism
- Philosophical
- “History of religions”
- Demythologization – the new Hegelians; German biblical criticism; positivism or logical positivism
- Feminist criticism
- A synthesis of multiple, possibly contradictory, versions of a tale
- Something new? Schedule a conference with me to discuss it
Process
Be sure that you follow the standards of academic writing. Your paper will require a brief introduction, a concise and focused claim (or thesis statement), two to three main points you will address, solid reasoning, and textual evidence along with an explanation of its significance.
- Because you are using a particular critical approach, your background information should explain the important components of that style of criticism –or– summarize the moves made by a critic who has used that critical approach to interpret a work of mythology
- After providing that background as the framework, you should then attempt your own interpretation of one of the readings we have discussed this semester
Criteria
This is both a reading and a writing course, designed to sharpen your skills of textual analysis, argumentative writing, and critical thinking. To that end, your essays will be graded using the following criteria:
Presentation
- Proofreading; style and readability; proper documentation (Modern Language Association Style [MLA])
- A clear and specific title
- Clear context for someone who hasn’t read or been exposed to either the myth or the interpretive approach
- Effective introduction and conclusion
- Proper format
Organization
- Thesis
- Topic and support sentences and transitions
- Relevant, focused, organized, and developed paragraphs
- Effective sentence and paragraph transitions
- Clear and understandable overall organization
Evidence/support
- Specific, accurate, convincing details
- Effective and relevant quotations
Analysis
- Clear interpretation
- Added insight into the myth itself
- Overall coherence of argument
A grade of A is difficult (but not impossible) to receive. A grade of B indicates that the submitted work is above average but not exemplary in quality. A grade of C suggests that the requirements of the assignment have been met but have not gone further than the average; the effort was adequate but not remarkable. A grade of D means that the writing is below average because some of the assignment requirements have not been met; grammatical, mechanical, or punctuation errors are prevalent; or the writing is unclear and disorganized. A grade of F means that the essay does not meet the assignment requirements, doesn’t answer the written assignment question, or includes an excessive number of errors.
Requirements
- Drafts written in the college-supplied Google docs account; drafts downloaded as a Word document (docx) and submitted to the assignment in Canvas
- 1,500-2,100 words (5-7 pages)
- Double-spaced
- Times New Roman 12-point font, preferred (consistent font face and size required)
- All citations will be MLA parenthetical citation (incl. a “Works Cited” page)
Due
See course schedule
Purpose
Gain General Knowledge and Historical Consciousness
- recognize or name principle mythic figures and events emphasized in this course
Demonstrate Critical-Thinking Skills
- recognize and explain how selected myths express the cosmological, sociological, psychological, or spiritual views of a culture
Develop College-level Communication Skills
- write essays, essay exams
Enhance Social and Educational Values
- recognize and value cultural differences
- recognize common themes that are manifested by cultures of different times and places.
Develop Lifelong Skills
- develop a core of knowledge that will be useful in all future study as the names of mythic characters often form a kind of shorthand reference within cultures, just as do the myths themselves
Develop Real-world Skills
- explore the consequential nature of myths
- apply the lessons of myths to real life
This criterion is linked to a Learning Outcome
02 MLA Essay
MLA heading: Name, professor, class, and date of assignment in upper left-hand corner of page 1 Last name and page number in upper-right-hand corner Title, centered Correct in-text style format Format Indented, left-aligned paragraphs (i.e., not justified or centered) 1-inch margins Consistent font Works Cited heading is centered and on a new page after the conclusion Text appears to be written by the author and shows no sign of alteration to avoid plagiarism detection (whether human or machine generated)
Excellent
Good
Competent
Needs improvement
Weak or no attempt
This criterion is linked to a Learning Outcome
257 Critical Essay 2
Critical approach is clear (e.g., universalist, Jungian archetype) Background information about the critical approach for the audience that explains the important components of that style of criticism or summarizes the moves made by a critic using a similar approach Background information about the myth itself Personal interpretation of a reading have discussed this semester, unless another text was cleared by me Correct format according to the style required of the assignment (i.e., APA or MLA) Appropriate range of sources for the assignment parameters; sources without in-text citations do not count as documentation Within word-count range according to instructions
Excellent
Good
Competent
Needs improvement
Weak or no attempt
This criterion is linked to a Learning Outcome
Documentation: In-text citations
All claims requiring evidence include a citation Essay contains approximately 10-15% of direct quotes Citations are in the correct style (i.e., APA or MLA) Citations are narratively woven into text or are in parentheses Paraphrases only include author and date of work Direct quotes include author, date, and page or paragraph numbers Citations are not orphaned outside of the sentence to which they belong (i.e., the period is after the citation)
Excellent
Good
Competent
Needs improvement
Weak or no attempt
This criterion is linked to a Learning Outcome
Documentation: Reference list
Sources start on a new page and follow correct style according to assignment instructions References are alphabetized by first author’s last name, group as author, or title of work (where no author is available) Information is complete, correctly capitalized, and formatted in “hanging” indent style (i.e., reverse of a normal paragraph indent) Sources are academic and have range
Excellent
Good
Competent
Needs improvement
Weak or no attempt
This criterion is linked to a Learning Outcome
Paragraph Organization
Paragraphs are: Unified (i.e., single-topic, not longer than a page) Coherent across paper (i.e., they possess logos, the paper flows from topic to topic) Transitioned well
Excellent
Good
Competent
Needs improvement
Weak or no attempt
This criterion is linked to a Learning Outcome
Mechanics
Punctuation is not floating, missing, or out of place Avoids comma splices Transitions have a comma Dangling modifiers avoided at the beginning of a sentence Serial commas used with all list items Word level Accuracy and precision in word choices Sentence level Concise, clear, complete sentences No fragments or run-on sentences Tenses agree POV Objective: avoids “I/me” personal, “you/your” secondary, or “our/we” royal conversational perspective
Excellent
Good
Competent
Needs improvement
Weak or no attempt
This criterion is linked to a Learning Outcome
Skillfulness
Coherence: Uses words and sentences, rhythm and phrasing, variations and transitions, concreteness, and specificity to reveal and emphasize the relationship between evidence and thesis Explains how, why, or in what way evidence/details support the point, claim, thesis, topic, and/or ideas Show awareness of an academic audience
Excellent
Good
Competent
Needs improvement
Weak or no attempt
This criterion is linked to a Learning Outcome
Distinctiveness
Writing stands out because of one or more of the following characteristics: complexity originality seamless coherence extraordinary control sophistication in thought recognizable voice compelling purpose imagination insight thoroughness depth
Excellent
Good
Competent
Needs improvement
Weak or no attempt