essay 3 rubric

[snorko]

Grading rubric for essay #3
Half done draft due Thursday, 8/14
Due complete Wednesday, 8/20

_____ 6-page essay (in 12-point, double-spaced Verdana, with 1”
margins, or at least 1500 words) with clear introduction, body, and
conclusion, written in formal academic English, free of grammar,
spelling, or punctuation errors, with in-text citations and references
prepared in APA style;

_____ Introduction clearly states a thesis which has as its topic
the metaphoric lessons (at least) two characters from Shakespeare’s
Antony and Cleopatra offer understanding the situation of US' view of
the rest of the world, borders, or bureaucratic complexity. The
opinion for the thesis should interpret the two characters to
represent correct and incorrect courses of action on the current issue
or event. Introduction should also outline the argument of reasons to
support the thesis;

_____ Body systematically examines the issue or event through
details and opinions of 4 recent editorials and news stories not
previously used for essays #1 or #2. Op/ed pieces which support thesis
are explained with reasoning that extends beyond the ideas of the
original editorials, and arguments which contradict the thesis are
refuted so that data presented in the original works can actually be
seen to support thesis. Paragraphs thoroughly explain all short quotes
and researched details, with no long quotes or unexplained details;

_____ Conclusion restates thesis and summarizes the argument of
support in a fresh-sounding fashion, makes a prediction based on
current events and conditions, then recommends a concrete step of
action each reader could undertake to approach success and avoid
misfortune with the topic.

[snorko]

The following examples of topic + opinion are presented in the style
of essay 3. These examples use topics from Murphy's chapters 1, 2, and
3, as well as characters and plot points from Shaw's Caesar and
Cleopatra, but note that for essay 3, students should select a topic
from Murphy's chapter 4, 5, or Epilogue and characters from
Shakespeare's Antony and Cleopatra.

Essay 3 thesis =
Topic: US' view of the rest of the world (cf. Murphy's Ch 4), borders
(Ch 5), or bureaucratic complexity (Epilogue)
+
Opinon: correct course of action on topic explained and metaphorically
interpreted through character 1;
and
incorrect course of action on topic explained and metaphorically
interpreted through character 2

Examples in the essay 3 format using Murphy's topics of Shaw's Caesar
and Cleo (but students should use Murphy's topics of Ch 4, 5, or
Epilogue and Shakespeare's Antony and Cleo)

Thesis =
Topic: US' view of self
+
Opinion: should be more like Caesar—modest, even self-deprecatory, but
effective and successful; too much like the Egyptians in the beginning
of the play (soldiers in Act I, politicians in Act II)—proud and
arrogant before the conclusion reached

Thesis =
Topic: US' use of military around the world
+
Opinion: ironically, should be more like Caesar—but not the military
dictator, invader—politic, strategic, ambassadorial; no matter the
place, time or parties involved, foreign intervention often stirs up
honest but fervent "Egypt for the Egyptians!" indigenous resistance at
the same time as Achillus' type of dual agents appear, willing to send
men into battle from or at either side or both at the same time and
able to crow their patriotism the while, as long as they get their
share of the spoils

Thesis =
Topic: corruption in the US
+
Opinion: will be best reduced through honest, effective leadership
motivated by republican principles; Shaw's Egypt presents a range of
several better and worse attempts of dealing with corruption—
• Best: Caesar (as a model for Egypt)—honest, effective leadership
motivated by republican principles (in the case of the play, those
Roman principles directly conflict with Egypt's self-interest, hence
the war, but many Egyptians still acknowledge the effectiveness of
their opponent's model of leadership)
• Not good enough: Ptolemy—head of state honestly resists but loses
• Not good enough: Rufio (as a model for Egypt)/Ftatateeta—honest but
ironically excessive loyalty leads to following less than effective
emotional approaches over more practical stratagems
• Very bad: Cleopatra—head of state cooperates with foreign conqueror
• Very bad: Pothinus—high-level politicians cooperate with foreign
conqueror
• Very bad: Achillus/Lucius Septimus—high-level military officers
cooperate with foreign conqueror
• Worst: Caesar—foreign invader conquers country

[snorko]

The following link (http://www.snorko.org/outlinesCompsAntony.pdf)
leads to a chart listing down the left-most column brief scene
summaries from Antony and Cleopatra. Moving rightward, three more
columns leave room for comparisons to chapters 4, 5, and Epilogue from
Murphy’s Are we Rome? Some students’ ideas on comparisons discussed in
class are filled in; students are encouraged to imagine and explain
other comparisons in the final draft of essay 3.

The final draft of essay 3 is due Wednesday, August 20. Students
should submit the final draft along with the half-done draft with
instructor’s notes. These will be scored and returned Thursday.

Students who could benefit from a few more hours for revision may
submit final drafts onto the message board—no later than 11:59.
Midnight is Thursday. Thursday is late, and as per the syllabus, no
late essays are accepted for credit. Students who choose this option
should still submit the half-done draft and whatever version is
available during class—just in case of computer or any other kind of
last minute problems. Essays submitted late at night will probably be
scored Thursday morning and returned in class.