The Return Home
in Greek Myth
CLT 4372
MW 12:30-1:45 pm
WMS0209
Again and again Greeks told
stories - in Greek, mythoi - about
a hero’s return home to his
family and city after war and
other adventures abroad. In this
course, we will examine different
versions of this story pattern,
beginning with Odysseus’ return
home from the Trojan War in
Homer’s Odyssey.
FSU
Fall 2016
This collage by
Romare Bearden
depicts one of
Odysseus’
adventures on his
return home to
Ithaca: his
encounter with the
Sirens.
Course Description
In this course, we explore
two ideas central to
Greek myth: home and
homecoming.
What’s in this syllabus
Together we will ask why the
Greeks repeatedly told this story.
What elements changed with
each retelling? How do ancient
concepts intersect with modern
concepts of home and
homecoming? What can we learn
from the Greeks’ stories?
This course will challenge
you to relate Greek myth to
your own life in both creative
and analytic writing assignments.
Anyone interested in literature,
psychology, theater, history, war
and combat trauma, or gender
studies will find a home here.
Learning Objectives
2
Required Texts
2
Course Requirements
Grading
3
Course Policies
4
Help & Resources
4
Upper-Division Writing
5
Course Schedule
Your Instructor: Dr. Erika Weiberg
Office Hours:
Office: Dodd 330B
Monday & Tuesday
Email: [email protected]
11:15 am - 12:15 pm and by appointment
Website: storiesofnostos.wordpress.com
2-3
6-8
Learning Objectives
• Identify and compare different versions
Course Requirements
Attendance & Participation (20%)
of the nostos story pattern in Greek
You are expected to attend and participate in every
myth.
class. You will earn 2 points per day just for showing up.
• Analyze the importance of this story
Your participation will be ranked daily on a scale of
pattern in Greek myth and literature.
1-5, from unprepared and unengaged to super-
• Assess the reception of Greek stories
about home and homecoming in modern
culture.
prepared and active in class discussion.
Discussion Board Q & A (10%)
• Creatively engage with Greek myth.
Before each class period, you will be asked to pose
• Use appropriate evidence from multiple
two questions about the reading assignment for that
sources to illustrate how nostos myths
day on Blackboard. You will also respond to two
are relevant to ancient and modern
questions posed by your peers. You will receive 1 point
culture.
per Q or A, but you can ask and respond more times
• Compose essays that use words, images,
than required for up to 10 more points.
and other graphics.
• Compose as a process, including drafts,
revision, and editing.
• Convey ideas clearly, coherently, and
effectively for a general audience
interested in Greek myth.
Required Texts
Lombardo, Stanley, trans. 2000.
Homer’s Odyssey. Indianapolis: Hackett
Publishing Company. ISBN
9780872204843.
Short Essays/Blog Posts (20%)
You will compose 5 very short essays (450-600 words)
over the course of the semester in response to writing
prompts. With each essay, you can earn 20 points.You
will revise 2 essays for 30 points each. I may ask you if I
can post your revised essay on our course blog. If your
essay is posted, you can receive 10 extra points up to
three times.You may skip 1 short essay (pick 5 out of
6), or you may choose to write all 6.
Burian, Peter, and Alan Shapiro, ed. and
trans. 2011. The Complete Aeschylus,
Volume 1:The Oresteia. Oxford: Oxford
University Press.
ISBN 9780199753635.
Griffith, Mark, and Glenn W. Most, ed.
2013. Sophocles II: Ajax, The Women
of Trachis, Electra, Philoctetes, The
Trackers. 3rd ed. Chicago: The
University of Chicago Press. ISBN
9780226311555.
This fifth-century BCE plaque depicts
Odysseus approaching his wife,
Penelope, after a twenty-year absence.
2
Voluptate
Above, a fifth-century vase depicts Clytemnestra
attacking her husband’s concubine, Cassandra, upon
his return from war, while right, a still from a 1980
production of Aeschylus’ Agamemnon depicts
Clytemnestra triumphant over her victims.
Course Requirements,
continued
Grading
Attendance & Participation
Theater program (30%)
Discussion Board Q & A
In groups of 3, you will design a program to accompany your
performance of a scene from one of the works we will read
over the course of the semester. Each student will prepare
an essay (~1200 words) individually (not group work) that
situates the scene within the play, or that compares the
scene to other Greek nostos stories, or that discusses the
choices made by the group in their performance of the
scene. The program should also include relevant images and
160 pts
80 pts
Short Essays
160 pts
Program
240 pts
Final Presentation
160 pts
TOTAL
800 pts
Grade Scale
information about the performance. More details and the
A ≥ 744 A- ≥ 720
rubric will be posted on Blackboard.
B+ ≥ 696 B ≥ 656 B- ≥ 640
Final Presentation (20%)
C+ ≥ 624 C ≥ 576 C- ≥ 560
In groups of 3, you will perform a scene from a nostos story
D+ ≥ 544 D ≥ 496 D- ≥ 480
of your choice. The final performance will take place during
the exam period. The program, complete with essays and
performance information, will accompany this
performance.
3
F ≤ 480
Course Policies
Attendance & Homework
Accommodations
Students with disabilities
Excused absences include documented illness,
deaths in the family and other documented crises, call
to active military duty or jury duty, religious holy days,
and official University activities. These absences will
be accommodated in a way that does not arbitrarily
penalize students who have a valid excuse.
Consideration will also be given to students whose
dependent children experience serious illness.
All assignments should be turned in at the
beginning of class. Short essays should be submitted
as Word files on the Blackboard site before the class
period in which it is due. Name your file with your
last name and the number of the essay (e.g. LastName
Essay 1). Make sure to type your name at the top of
the Word document as well.
No late work will be accepted except in the
documented instances listed above. No make-up
assignments will be offered, but there will be chances
during the semester for everyone to earn extra
points toward their final grade.
needing academic
accommodation should:
(1) register with and provide documentation to the
Student Disability Resource Center; and
(2) bring a letter to the instructor indicating the need
for accommodation and what type.
Please note that instructors are not allowed to
provide classroom accommodation to a student until
appropriate verification from the Student Disability
Resource Center has been provided.
This syllabus and other class materials are available in
alternative format upon request.
For more information about services available to FSU
students with disabilities, contact the Student
Disability Resource Center.
Classroom Conduct
This class will include
a lot of discussion,
which means that sometimes we may disagree on
intellectual points. Such disagreement is encouraged,
but must be done respectfully. Don’t personally attack
anyone or use offensive language. Listen attentively to
classmates’ points. You should also come to class on
time, having done your homework and readings.
Please don’t text or use your phones during class.
Finally, please tell me if you feel disrespected in any
way by me or a classmate. You will never be penalized
for voicing your concerns.
Academic Honor Policy
The Florida State University Academic Honor
Policy outlines the University’s expectations for the
integrity of students’ academic work, the procedures
for resolving alleged violations of those expectations,
and the rights and responsibilities of students and
faculty members throughout the process. Students
are responsible for reading the Academic Honor
Policy and for living up to their pledge to “. . . be
honest and truthful and . . . [to] strive for personal and
institutional integrity at Florida State University.” For
more information, see the Florida State University
Academic Honor Policy.
Help & Resources
2) Use the Reading-Writing Center
The FSU Reading-Writing Center offers
writing help to all FSU students for free. The
RWC has three separate locations.You can
make an appointment at one of them here.
If you are feeling overwhelmed…
1) Make an appointment with me
Email me to schedule a meeting outside of
office hours or visit me (no email required)
during office hours. Many questions or issues
can be resolved in this way!
3) Visit the Academic Center for Excellence
ACE helps students develop study skills,
advises students on time management, and
offers free tutoring.
4
On Upper-Division Writing
Liberal Studies Competency
Course Design
Classes will alternate between
discussion and writing workshops. Instruction
in writing will emphasize process: how to read,
write, analyze, interpret, understand, and create
oral, written, and multimedia texts.Your voices
and texts will be central to this class through
large and small group discussion, peer editing,
and project presentations.
The Liberal Studies for the 21st
Century Program at Florida State University
builds an educational foundation that will
enable FSU graduates to thrive intellectually
and materially and to engage critically and
effectively in their communities. In this way
your Liberal Studies courses provide a
comprehensive intellectual foundation and
transformative educational experience. This
course has been approved as meeting the
Liberal Studies requirements for Upper-Division
Writing and thus is designed to help you
become a flexible and proficient writer for
professional purposes.
Each of you will become a member of a
small working group. These groups will serve as
writing groups and discussion groups - smaller
cohorts within the larger community.Your
groups will function inside and outside of the
classroom. We will be using Blackboard to post
and respond to daily readings and drafts in
progress, and as a communication system so
that you can access the syllabus and daily
homework assignments.
In order to fulfill FSU’s Upper-Division
Writing requirement, the student must earn a
“C-” or higher in the course, and earn at least a
“C-” average on the required writing
assignments. If the student does not earn a “C-”
average or better on the required writing
assignments, the student will not earn an overall
grade of “C-” or better in the course, no
matter how well the student performs in the
remaining portion of the course.
The final project (theater program +
performance) will be supported by a sequence
of assignments (“feeders”). These sequences
will lead you through the project proposal and
drafting process from one week to the next.
Using a process-based approach, you will write
multiple drafts, receive ongoing feedback from
peers and teacher, and participate in evaluating
your own and others’ essays.
Returning home after
war can be both joyful
and challenging. How do
modern representations
of reunions between
veterans and family
members compare with
ancient representations?
5
Course Schedule & Assignments
This schedule may change with advance notice. The grading policy (see p. 3) will not change. The date
at the left is the date on which the assignment is due. BB = reading posted on Blackboard. HTWA = How
To Write Anything.
TOPIC
Week 1:
Home without the hero
Week 2:
Leaving home to
discover it
Week 3:
From wilderness to
civilization
Week 4:
Storytelling and
nostalgia
Week 5:
What Ithaca means
Week 6:
Home in disguise
DATE
WHAT TO PREPARE
WHAT’S
DUE?
Mon 8/29
Introduction to the course
Wed 8/31
Read Odyssey Books 1 & 2 (Lombardo pp. 1-27)
Read Jackson, “Spinster Song” (BB)
Read “Genre” in HTWA (BB)
Mon 9/5
NO CLASS: Labor Day
Wed 9/7
Read Odyssey Books 3 & 4 (Lombardo pp. 28-69)
Read about another epic poem, Returns, here: http://
www.livius.org/sources/content/epic-cycle/returns/.
Read “Thesis” in HTWA (BB)
Essay 1
Mon 9/12
Read Odyssey Books 5 & 6 (Lombardo pp. 70-94)
Read “Paragraphs” in HTWA (BB)
Essay 2
Wed 9/14
Read Odyssey Books 7 & 8 (Lombardo pp. 95-124)
Read Race, “Phaeacian Therapy” (BB)
Read “Transitions” in HTWA (BB)
Mon 9/19
Read Odyssey Books 9 & 10 (Lombardo pp.
125-157)
Read Glück, “Parable of the Hostages” (BB)
Read Shay, “Cyclops: The Flight from Boredom” (BB)
Read “Introductions” & “Conclusions” in HTWA (BB)
Wed 9/21
Essay workshop and reflection: post an essay to
discuss with your writing group, read the essays that
your peers post, and make notes of ways in which
your peers can improve their essays.
Read “Titles,” “Revising Your Own Work,” and “Peer
Editing” in HTWA (BB)
Mon 9/26
Read Odyssey Books 11 & 12 (Lombardo pp.
158-191)
View the powerpoint with Romare Bearden’s collages
(BB)
Wed 9/28
Read Odyssey Books 13 & 14 (Lombardo pp.
192-221)
Read Cavafy, “Ithaka” (BB)
Read Glück, “Nostos” (BB)
Read “High, Middle, and Low Style” in HTWA (BB)
Mon 10/3
Read Odyssey Books 15 & 16 (Lombardo pp.
222-255)
Read “Inclusive and Culturally Sensitive Style” in
HTWA (BB)
6
Essay 3
Revised
Essay 1
Essay 4
TOPIC
DATE
WHAT TO PREPARE
Week 6, continued:
Home in disguise
Wed 10/5
Read Odyssey Books 17 & 18 (Lombardo pp.
256-289)
Read “Vigorous, Clear, Economical Style” in HTWA
(BB)
Week 7:
Reunion and
recognition
Mon 10/10
Read Odyssey Books 19 & 20 (Lombardo pp.
290-321)
View the powerpoint with images of the Melian
terra-cotta plaques (BB)
Read Proofreading Guide (BB)
Wed 10/12
Read Odyssey Books 21 & 22 (Lombardo pp.
322-352)
Read excerpt from Atwood, Penelopiad (BB)
Warning: course readings depict graphic violence.
Mon 10/17
Read Odyssey Books 23 & 24 (Lombardo pp.
353-381)
Read Ostriker, “Homecoming” (BB)
Read Tennyson, “Ulysses” (BB)
Wed 10/19
Essay workshop and reflection: post an essay to
discuss with your writing group, read the essays that
your peers post, and make notes of ways in which
your peers can improve their essays.
Mon 10/24
Read Aeschylus, Agamemnon, lines 1-773 (Burian
& Shapiro pp. 45-67)
Read the introduction to Greek tragedy here: http://
people.ds.cam.ac.uk/blf10/links/tragedy.html.
Wed 10/26
Read Aeschylus, Agamemnon, lines 774-1934
(Burian & Shapiro pp. 67-103).
Read Shay, “The Birth of Tragedy—Out of the
Needs of Democracy”
Mon 10/31
Read Sophocles, Electra (Grene & Lattimore pp.
141-205)
Wed 11/2
Read Sophocles, Women of Trachis (Grene &
Lattimore pp.83-132)
Warning: course readings depict sexual assault.
Mon 11/7
Read Euripides, Heracles (BB)
Warning: course readings depict domestic violence.
Wed 11/9
Read Euripides, Bacchae (BB)
Mon 11/14
Research and sources in classics and the
humanities
Read “Research & Sources” in HTWA (BB)
Plagiarism exercise
Week 8:
Reclaiming home
Week 9:
Tragic homecoming
Week 10:
Return and revenge
Week 11:
Gods and mortals
Week 12:
Research in classics
7
WHAT’S
DUE?
Essay 5
Essay 6
Revised
Essay 2
Feeder 1:
Genre
analysis
Feeder 2:
Scene
selection and
essay
proposals
TOPIC
DATE
WHAT TO PREPARE
Week 12, continued:
Female nostos
Wed 11/16
Read Homeric Hymn to Demeter (BB)
Read Glück, “Persephone the Wanderer” (BB)
Warning: course readings discuss sexual assault.
Week 13:
Female nostos
Mon 11/21
Read Euripides, Alcestis (BB)
Wed 11/23
NO CLASS: Happy Thanksgiving!
Mon 11/28
Program workshop: read the essays from your
group and complete peer review worksheets in
class
Wed 11/30
Read Aeschylus, Suppliants (BB)
Read reviews of the 2015 performance in Syracuse
by Taplin and Rowland (BB)
Read Shire, “Home” (BB) and listen to it here:
https://www.youtube.com/watch?v=p50wrd2JiX4
(warning: offensive racial epithet)
Mon 12/5
Scene workshop: practice your scene with your
group, discuss problems you are facing in
performance
Wed 12/7
Dress rehearsal
Week 14:
Program workshop,
refugees
Week 15:
Scene workshop, dress
rehearsal
FINAL EXAM
WHAT’S
DUE?
Feeder 3:
Essay outline
Draft of
individual
program
essay
Draft of
program,
complete with
images,
playbill layout,
and revised
drafts of
individual
essays
Final performances with final draft of program will take place during the exam
period on Friday, December 16, 7:30-9:30 am.
8
CLT 4372: The Return Home in Greek Myth
Appendix: Final Project Prompts & Rubric
Theater Program Assignment
Role
Audience
Purpose
Genre
Director of a
play about
homecoming
Non-specialists
(general
audience)
attending a
performance of
your play
To inform
theater-goers of
the broader
context of the
scene you are
performing, and
to give
important
information
about the
performance
itself (e.g. actors
and their roles,
choices made in
performing this
scene).
Theater
program,
enhanced with
informative
essays
Rhetorical
Situation
You are the
director of a play
about
homecoming and
a scholar who
specializes in
Greek drama,
and you want to
explain the
importance of
the scene your
group is
performing to an
audience of nonspecialists. Your
theater program
includes three
essays
contextualizing
the scene and
explaining the
choices you
made in
performance.
Feeder 1: Genre analysis – 20 points
Find 2-3 examples of theater programs with essays. Some examples will be posted on
Blackboard, but you should try to find more examples if you can. Make a list of the generic
choices an author of a theater program must make. Consider the audience and purpose of the
program. What repeating elements do you notice in each program?
Feeder 2: Scene selection and essay proposals – 20 points
Your group should choose a scene to perform and explain, in 2-3 sentences, why you chose that
scene. Each member of the group should then propose a different essay for the program. These
essays will be written individually, and should be 1200-1500 words long. One essay should
discuss the scene within the context of the wider play. Why is this scene important? What themes
of homecoming does it address? One essay should compare the scene to other nostos stories,
explaining ways in which the author of the play adapted the nostos story pattern to highlight
different concerns. One essay, finally, should explain the choices that the group has made in
performing the scene. Why did the group set the scene in modern Florida? Or ancient Athens?
CLT 4372: The Return Home in Greek Myth
How did you choose the costumes and props? How do these choices enhance our understanding
of the play and its relevance to the lives of audience members today? In the essay proposals, each
member should include a thesis statement (1 sentence) and a brief roadmap of the argument.
Feeder 3: Essay Outline – 20 points
Complete a detailed outline of your essay, including thesis statement, supporting claims,
evidence, and secondary sources. Include a working bibliography to practice citing the sources
you will use in an appropriate and consistent citation style.
Program Rubric – 180 points
Learning Objectives:
1) Identify and compare different versions of the nostos story pattern in Greek myth.
2) Analyze the importance of this story pattern in Greek myth and literature.
3) Assess the reception of Greek stories about home and homecoming in modern culture.
4) Creatively engage with Greek myth.
5) Use appropriate evidence from multiple sources to illustrate how nostos myths are
relevant to ancient and modern culture (UDW – 1)
6) Compose essays that use words, images, and other graphics (UDW – 2)
7) Compose as a process, including drafts, revision, and editing. (UDW – 3)
8) Convey ideas clearly, coherently, and effectively for a general audience interested in
Greek myth (UDW – 4)
Organization
(30 points)
UDW – 4
Begins with a
clear
introduction that
captures the
attention of the
reader and
explains the
relevance of the
topic to the
scene performed.
(10 points)
The body of the
paper follows
the roadmap set
A
27-30 points
B
24-26 points
C
21-25 points
D/F
> 21 points
Thesis is clear
and presented in
the introduction.
The topic is
introduced with
an interesting
hook. The author
signposts how
s/he will reach
conclusions, not
with a detailed
outline of the
paper, but with a
concise
summary of the
argument.
It is very easy to
follow the flow
of the paper.
Thesis is
presented in the
introduction.
The topic is
introduced, but
the hook could
use some work.
The author
generally
signposts how
s/he will reach
conclusions with
a concise
summary of the
argument.
Thesis is not
presented in the
introduction.
The topic is
introduced in an
overly grandiose
manner, or very
blandly. The
author presents a
dull outline of
the paper, not a
concise
summary of the
argument.
No thesis, or
very poorly
developed thesis.
Only the topic is
introduced, with
no description of
the argument.
Or, the argument
is described
inaccurately.
It is generally
easy to follow
the flow of the
It is somewhat
difficult to
follow the flow
It is impossible
to follow the
flow of the
CLT 4372: The Return Home in Greek Myth
out in the
introduction (10
points)
Ends with a
clear conclusion
(10 points)
Argument &
Style
(60 points)
UDW – 4
Thesis
(20 points)
Style (20 points)
Evidence from
multiple sources
is used to back
up claims. New
claims are
introduced in
new paragraphs
or sections.
There are no
irrelevant
digressions.
paper. Evidence
from multiple
sources is often,
but not always,
used to back up
claims. New
claims are
usually
introduced in
new paragraphs
or sections.
There are very
few irrelevant
digressions.
The paper uses
The paper uses
the conclusion to the conclusion to
tie up loose ends tie up some
and to widen the loose ends, but
lens from
also restates the
particulars back introduction
to a larger
without
argument.
considering
bigger questions.
54-60 points
48-53 points
A clear
statement of the
main argument
of the paper.
The thesis is
obvious, but
there is no single
clear statement
of it.
of the paper.
Evidence from
multiple sources
is inconsistently
used to back up
claims.
Irrelevant
digressions
distract from the
main argument.
paper. Evidence
from multiple
sources is very
rarely used to
back up claims.
Irrelevant
digressions
abound and it is
unclear which
argument is the
main one.
The conclusion
merely restates
the introduction.
The conclusion
is missing or
incomplete.
42-52 points
> 42 points
The thesis is
present, but the
reader must
uncover or
reconstruct it
from the text of
the paper.
The paper is
The paper is
The paper is not
written in an
written in an
written in an
appropriate style appropriate style appropriate style
for its genre. The for its genre. The for its genre, or
language is
language is
the language is
inclusive and
inclusive and
not appropriately
culturally
culturally
inclusive. The
sensitive. The
sensitive. The
writing is often
writing is both
author makes an awkward,
clear and
effort to write
verbose, or
concise.
with clarity and
obscure.
concision, but
There is no
thesis
The paper is not
written in an
appropriate style
for its genre, or
the language is
not appropriately
inclusive. The
writing is so
awkward,
verbose, or
obscure that it is
CLT 4372: The Return Home in Greek Myth
Clarity (20
points)
The paper is
well proofread
and follows the
conventions for
academic essays
in the classics.
There are few to
no typos.
Support (40
points)
UDW – 1
Supporting
claims and
evidence
(20 points)
27-30 points
Research &
sources (20
points)
Each reason for
believing the
thesis is made
clear and
supported by
concrete
evidence from
primary sources.
with some
awkward turns
of phrase.
The paper is
fairly well
proofread and
follows the
conventions for
academic essays
in the classics.
There are some
minor typos.
The paper is not
very well
proofread and
fails to follow
conventions for
academic essays
in the classics.
There are some
typos.
24-26 points
21-25 points
Each reason for
believing the
thesis is clear,
but may be
confusingly
presented. Most
claims are
supported by
concrete
evidence from
primary sources.
The paper
The paper
correctly cites
correctly cites
both primary and both primary and
secondary
secondary
sources.
sources.
Quotations are
Quotations are
well integrated
usually
into the flow of
integrated into
the paragraph.
the flow of the
The
paragraph. The
bibliography is
bibliography is
complete, with 3 mostly complete,
secondary
in an appropriate
sources, in an
and consistent
appropriate and
citation style.
consistent
citation style.
difficult to
understand.
The reasons for
believing the
thesis are not
clear; the reader
must reconstruct
them. Some
claims are
supported with
evidence from
primary sources,
others are not.
The paper cites
both primary and
secondary
sources, but with
some problems.
Quotations are
not always
integrated into
the flow of the
paragraph. The
bibliography is
missing sources
or inconsistent in
its citation style.
The paper is not
proofread at all,
shows signs of
haste, and fails
to follow
conventions for
academic essays
in the classics.
Typos are
frequent.
> 21 points
No reasons for
believing the
thesis are
presented; the
paper merely
restates the
thesis. Little or
no evidence
from primary
sources is used.
The paper does
not cite primary
and secondary
sources
correctly.
Quotations are
not integrated
into the flow of
the paragraph.
The
bibliography is
missing or
incomplete.
CLT 4372: The Return Home in Greek Myth
Essay
demonstrates
understanding
of course
content (20
points)
UDW – 1
Essay discusses
relevant ideas
from the course
using a variety
of sources (10
points)
18-20 points
16-17 points
14-15 points
> 14 points
Essay clearly
identifies and
articulates the
nostos story
pattern and its
variations in
different works
studied in the
course.
Essay creatively
engages with
Greek myth and
clearly
demonstrates its
relevance to a
modern
audience.
18-20 points
Essay identifies
and articulates
the nostos story
pattern and its
variations in
different genres,
but with several
inaccurate or
imprecise
explanations.
Essay engages
with Greek
myth, but
struggles to
demonstrate its
relevance to a
modern
audience.
14-15 points
Essay does not
identify
correctly the
nostos story
pattern and its
variations in
different genres.
Essay
demonstrates the
relevance of
ideas from
course to a wider
audience (10
points)
Essay identifies
and articulates
the nostos story
pattern and its
variations in
different genres,
but with some
inaccuracies or
imprecise
explanations.
Essay creatively
engages with
Greek myth and
demonstrates its
relevance to a
modern
audience.
Final draft
incorporates
little feedback
from professor
and peers and
makes only
surface revisions
to organization,
argumentation,
or use of
evidence.
Final draft does
not incorporate
feedback from
professor and
peers and makes
no revisions
beyond
proofreading.
Revisions
(20 points)
UDW – 3
Final essay
demonstrates
substantial
revisions, not
just proofreading
(20 points)
Final draft
incorporates
feedback both
from the
professor and
from peers and
makes
substantial
revisions to
organization,
argumentation,
or use of
evidence,
beyond mere
proofreading.
16-17 points
Final draft
incorporates
some feedback
from professor
and peers and
makes
substantial
revisions beyond
mere
proofreading.
Essay fails to
engage with
Greek myth and
demonstrate its
relevance to a
modern
audience.
> 14 points
CLT 4372: The Return Home in Greek Myth
Design
(20 points)
UDW – 2
Program
includes
information
about the
performance in
addition to
essays (10
points)
Program has an
engaging design
with images and
other relevant
graphics (10
points)
18-20 points
16-17 points
14-15 points
> 14 points
Program
accurately states
actors and their
roles, describes
the setting of the
play, and
includes any
other credits
required.
Program
incorporates
relevant images
and the design
elements of a
theater program,
without
distracting from
the information
provided.
Program
accurately states
actors and their
roles, describes
the setting of the
play, with a few
minor omissions.
Program states
actors and their
roles, describes
the setting of the
play, with some
omissions or
inaccuracies.
Program does
not include
information
about the
performance, or
gives inaccurate
or imprecise
information.
Program
incorporates
some images and
the design
elements of a
theater program,
but with some
design flaws.
Program
incorporates
some images and
the design
elements of a
theater program,
but design flaws
distract from the
legibility of the
program.
Program does
not incorporate
images and does
not mimic the
design of a
theater program.