Assignment Outcome
  • Students will be able to articulate the historical context of domestic violence and rape.
  • Students will be able to identify literary representations of domestic violence.

Relevant Course Outcomes
  • Students will be able to advocate for a position concerning the treatment of domestic violence and rape in university courses and/or the historical representations of domestic violence and rape in various cultures.
  • Student will be able to identify and analyze the textual, historical, and cultural contexts of works of literature.
  • Students will be able to develop insights effectively through written communication.

Due: April 11th

Option 1: Letter about Trigger Warnings
Page Length: minimum of 2 (full pages!)
Other: formal letter style, Times New Roman, 12 point font, 1 inch margins, SINGLE-spaced (with no excessive spacing or extra spacing in header, etc.)
Requirements: must quote from at least 2 of the readings about trigger warnings on the syllabus OR 2 other relevant sources on trigger warnings that you have found on your own (may be one of each)

The Fitchburg Anti-Violence Education (FAVE) program is interested in the student perspective on the use of trigger warnings in courses, especially with respect to material that may contain references to domestic violence and/or rape. In class, we have discussed the concept of trigger warnings, possible arguments for and against, and situations in which they might be helpful. Now, in a letter to the administrators of the FAVE program, outline your opinion concerning trigger warnings, using World Literature I as an example. Remember to quote from at least two relevant sources concerning trigger warnings (either those we read in class or others).

Issues to consider:
  • What is your position on trigger warnings?
  • If you are for them, how would you implement trigger warnings?
  • Are there any logistical obstacles to overcome?
  • Do you agree or disagree with the articles we read in class?
  • What texts in World Literature I are examples for your position?
  • What is your recommendation for courses here at Fitchburg State?

Option 2: Letter to an Author
Page Length: minimum of 2 (full pages!)
Other: Times New Roman, 12 point font, 1 inch margins, SINGLE-spaced (with no excessive spacing or extra spacing in header, etc.)
Requirements: must include at least 2 quotations from the selected author's work(s) AND at least 1 quotation from either the “Introduction,” Domestic Violence in Medieval Texts or “John Chrysostom’s Critique of Spousal Violence”

In a strange trick of time, the authors from this unit find themselves in modern day and, as luck would have it, Fitchburg. They have decided that they want to apply to Fitchburg State. The university, however, has heard troubling rumors about their writing, so, before they are allowed to enroll, the university has asked you to complete a background check on them, including reading their works of literature and considering their views on domestic violence and/or rape. Based upon your analysis of their text(s), write a letter of acceptance OR rejection for ONE of the authors in this unit (your choices are: Geoffrey Chaucer, Marie de France, Sappho, Ovid, Dante, or the anonymous Gawain-Poet). Remember to provide support for your decision by including at least two quotations from their text(s) and at least one quotation from our background articles in this unit.

Issues to consider:
  • Are they concerned with the issues of domestic violence and/or rape?
  • What seems to be their position on domestic violence and/or rape?
  • Does the author's time period lessen any troubling images of domestic violence and/or rape in their writing?
  • How do you think their views will align or not align with modern views on domestic violence and/or rape?

Rubric: Anti-Violence Education Response
The Response is 10% of the overall course grade.
Criteria
A (19-20)
B (16-17)
C (14-15)
D (12-13)
Position/
Controlling Idea
(20 points)
Defines and communicates a specific, clear, thoughtful, and deliberate position that is appropriate in scope for the assignment
Communicates a specific, clear, solid position that is manageable in scope for the assignment, although it may lack in detail
Communicates a position, although may be generic or self-evident and tend towards having too broad a scope to manage within the assignment
Relies on a superficial position too broad in scope to manage within the assignment
Analysis and Evidence
(20 points)
Provides careful and in-depth analysis of position, including appropriately-selected evidence to develop main and supporting points
Provides solid analysis of position, including appropriately-selected evidence to develop main and/or supporting points
Provides basic analysis of position, including potentially irrelevant choices for evidence to develop main and/or supporting points
Provides little, repetitive, or faulty analysis of position, including a lack of evidence to develop main and supporting points
Organization
(20 points)
Demonstrates the ability to develop ideas confidently with purpose, clarity, and an advanced sense of organization
Demonstrates the ability to develop ideas with purpose, clarity, and an overall competent sense of organization
Demonstrates general development of ideas and simplistic organization which appears arbitrary
Demonstrates a lack of development of ideas and incoherent, haphazard organization
Academic Discourse
and Personal Voice
(20 points)
Demonstrates notable awareness of the genre of writing used (formal letter) as well as the setting in which it is being written; emphasizes own voice, using other voices to support points but not allowing them to overwhelm writing
Demonstrates an awareness of the genre of writing used (formal letter) as well as the setting in which it is being written; attempts to demonstrate own voice, using other voices to support points
Demonstrates lack of awareness of the genre of writing used (formal letter) as well as the setting in which it is being written (i.e. tends to be too informal for a formal letter); demonstrates little personal voice and allows other voices to overwhelm writing/voice
Demonstrates a poor understanding of the genre of writing used (formal letter) as well as the setting in which it is being written (i.e. is too informal); demonstrates no personal voice in writing
Mechanics
(20 points)
Utilizes the mechanics of writing and grammar both correctly and with effective, deliberate (potentially even elegant) purpose; adheres to course Writing Expectations
Utilizes the mechanics of writing and grammar correctly and deliberately, though may contain some errors; demonstrates solid understanding of course Writing Expectations
Tends not to use the mechanics of writing and grammar correctly and contains noticeable errors; demonstrates basic awareness of course Writing Expectations
Does not use the mechanics of writing and grammar correctly and deliberately and contains noticeable errors; demonstrates little awareness of course Writing Expectations