The guided reflections are an opportunity to reflect on the significance of mythic stories presented in assigned readings, and to compare the telling of those stories to your own experience of storytelling. The guided reflections are basically forms that you fill out; what you write will be more reflective than for a paper proving a particular point, and you will not be penalized for minor grammatical errors. But your responses to the prompts on this should be neatly written or typed, and revised to ensure that everything you say is clear.
The sequence and due dates of these assignments are as follows, with links to the more detailed instructions listed further below.
Due Dates |
Assignments Due
|
February 17 |
turn in Story
Summary |
March 17 |
first Guided Reflection
worksheet (Units 1 & 2) |
April 7 |
first
Guided Reflection (Units 1 & 2) |
after April 7 |
oral assessment of Story
Summary (by appointment) |
May 12 |
final Guided Reflection worksheet (Units 3 &4) |
May 19 |
final Guided Reflection (Units 3 &4) |
This assignment is designed to get you to experience for yourself what it is like to tell a mythic story repeatedly, for at least one other person, to the point where you can tell it by heart. You will need to refer to this experience in step # 3 of both guided reflections below.
Instructions:
Assessment: The "Storytelling Plan" (see #1 above) is DUE at the beginning of class February 18. Your "Storytelling Log" (see #2) will be collected without prior notice at several points during the term, so please make sure to bring it with you to every class.
Your storytelling (50 points of your grade) will be assessed sometime after April 6 (the first week after spring break), at which time you must submit a printed list of storytelling points (see #3 above). You will also use this storytelling practice as a reference point in both reflections described below, part #3 of which will indirectly assess the thoroughness and awareness with which you tell your story.
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Audience:
Think of your audience for the guided reflections as a peer who is keenly interested in mythology, but who has not studied the topic in an academic context. This person wants to know about (1) some specific example of the role mythic stories have played in the lives of real people; (2) broader traditions of mythic storytelling going back to ancient times; and (3) how the mythic stories of other cultures resemble and differ from stories people tell today. The Guided Reflection Worksheet (GRW) challenges you to address these questions in detail; you will then use the material generated by your responses on the worksheet to write a more cohesive, 5 page essay or story intended for the above reader.
Step 1: Worksheet
Select a mythic story told to and/or by characters described in one of the assigned primary sources (book chapter in CP, film, or novel) whose telling is depicted or alluded to in that source, as described in the on-line list of sample stories. Make sure that
Once you have chosen your story, type out all parts of the GRW (download for units 1-2: PDF/MS Word; for units 3-4: PDF/MS Word), which asks you to address the three points numbered in the first paragraph above. Although the questions on the worksheet are laid out for you, the thinking process required is the most challenging task you will undertake for this course, requiring you to integrate many of the skills honed through team assignments.
[**view GRW sample**]
A completed GRW will receive 25 out of the total number of points for the assignment. No partial credit will be given; incomplete forms will be returned for completion. Note that thoughtful responses on the worksheet will positively influence scoring of the final product (see step 3 below).
Step 2: Peer Review
Once you have completed the GRW, bring a printed copy of it with you on the day it is due (March 17 for Units 1-2, May 12 for Units 3-4). At the beginning of these classes, you will exchange your worksheet with another student, making sure to find someone who has chosen a source different than yours to focus on. You will have 5-7 minutes to read each others' papers and make marks and notes, as follows:
When the time for reading has elapsed, exchange papers again and read the comments on yours. Then ask questions about anything you don't understand, and thank the person for their feedback.
Unless your partner for this exercise is a speed reader & writer, you will not receive comments on the entire worksheet and will need to complet this stage outside of class. Your options are:
A completed GRW, turned in with a minimum of 2 markings/comments per page, will receive 25 out of the total number of points for the assignment. No partial credit will be given; unreviewed or incomplete forms will be returned for completion.
Step 3: Final Product
The final step of this assignment is to create some final product--either written (5 pages, but up to 7 allowed if mostly dialogue) or some combination illustration and writing (2-3 pages of drawing integrated with text OR a single detailed illustration with 1-2 pages commentary)--that is based on the deep analysis and reflection stimulated by the worksheet and its review. Your paper should include the same three things addressed in the GRW:
These three points should be integrated by extracting the most important details from the worksheet, as suggested by questions 1(g)/(h), 2 (e)/(f), & 3(c)/(d) and guided by insights articulated in the summary parts A & B. Cutting and pasting responses from your worksheet may provide a solid foundation for the final product, but note that those responses may require substantial revision to receive an adequate score. As reflected on the evaluation sheet, this final product will be assessed based on (a) thoughtfulness with which initial responses on the worksheet have been revised and integrated and (b) the extent of and insightfulness with which the essay, story, etc. addresses the three points ennumerated above.
As before, although you may opt for the 3rd person, declarative prose of a standard academic paper, I encourage you to consider other options, including but not limited to:
REMINDER:As noted in the syllabus, I will generally impose severe penalties for academic dishonesty: a ZERO SCORE for the assignment, and AN "F" FOR THE COURSE for a second offense. Inclusion of material from uncited sources--including an internet site or another student's paper--is the most obvious form of plagiarism in paper writing.You are responsible for reading my comments regarding the importance of academic honesty, and my no-tolerance policy for incidents of dishonesty, in FAQ, #10-13; as well as for requesting clarification if there is anything you do not understand.
**IN CASE OF LOSS, KEEP TWO (2) ELECTRONIC COPIES **
Note also my comments about late policy & style/format.
Extra Credit: up to five points of extra credit may be given for any paper that reflects thorough reading of one or more of the optional EB listing or viewing of the film listed in the schedule for the corresponding unit. Make sure to hand-write "PLEASE CONSIDER FOR EXTRA CREDIT" at the top of your paper if you wish your reflection to be considered.[TOP]
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