Berea College's Writing Seminar I Fall 2006: Summaries, Critiques, and Essay Development, Exams of History of Education

Download Berea College's Writing Seminar I Fall 2006: Summaries, Critiques, and Essay Development and more Exams History of Education in PDF only on Docsity! 1 GSTR 110-B Dr. Jeff Richey GSTR 110-E Asian Studies/Philosophy & Religion Writing Seminar I Berea College Fall 2006 Jeffrey_Richey@berea.edu WRITING ASSIGNMENTS Summaries A summary informs the reader of the essential points found in a text. If arguments are made in a text, then its summary should note what assumptions underlie them or what kinds of evidence are used to support them. If a text defines particular terms in specific ways, then its summary should include these definitions. If a text contains disagreements, then its summary should clarify the grounds on which these disagreements occur. #1 (2 copies due in class 9/8/06) • In at least 250 words of double-spaced, 12-point text in standard English prose, summarize the views of fate and freedom expressed by the following characters in Sophocles’ Oedipus Rex: Oedipus and either Tiresias or Jocasta. #2 (1 copy due as attachment e-mailed to instructor 9/22/06) • In at least 250 words of double-spaced, 12-point text in standard English prose, summarize the views of fate and freedom expressed by the following characters in the book of Job: Job and either Eliphaz, Bildad, or Zophar. #3 (1 copy due as attachment e-mailed to instructor 10/6/06) • In at least 250 words of double-spaced, 12-point text in standard English prose, summarize the views of fate and freedom expressed in either Ridley’s or Wright’s book chapters. Once all three summaries have been completed, choose one to revise and submit as attachment e-mailed to the instructor for a final grade by noon on 10/20/06. See: “A Checklist for Analyzing an Argument” (B&B 71) “Summarizing and Paraphrasing” (B&B 28-41) 2 Critiques A critique does more than summarize the essential points found in a text. It uses such points to construct an argument. The critiques assigned below require the understanding of at least two texts: one text (“A”) that is being critiqued, and another text (“B”) from which perspective the critique is being made. A critique answers the question, “How might the author of ‘B’ view ‘A,’ and why?” #1 (2 copies due in class 9/15/06) • In at least 500 words of double-spaced, 12-point text in standard English prose, critique any of the views of fate and freedom expressed in Sophocles’ Oedipus Rex from either a Mohist or an Ecclesiastean perspective. Use direct quotations to illustrate key points of agreement or disagreement between the sources. #2 (2 copies due in class 9/29/06) • In at least 500 words of double-spaced, 12-point text in standard English prose, critique any of the views of fate and freedom expressed in the book of Job from either an Epicurean or a Taoist perspective. Use direct quotations to illustrate key points of agreement or disagreement between the sources. #3 (2 copies due in class 10/13/06) • In at least 500 words of double-spaced, 12-point text in standard English prose, critique any of the views of fate and freedom expressed in ancient Chinese, Greek, or Hebrew sources from either Ridley’s or Wright’s perspective. Use direct quotations to illustrate key points of agreement or disagreement between the sources. Once all three critiques have been completed, choose one to revise and submit as attachment e-mailed to the instructor for a final grade by noon on 10/20/06. See: “A Checklist for Analyzing an Argument” (B&B 71) “Summarizing and Paraphrasing” (B&B 28-41) “A Peer Review Checklist for a Draft of an Argument” (B&B 142)