HONR 206: Honors Seminar Women of Central and Eastern Europe: Contributions to Life Literature and Culture
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
HONR 206: Honors Seminar Women of Central and Eastern Europe: Contributions to Life Literature and Culture
Fall 2013
Class: TR 11:30-12:45
Office Hours: MW 10 – 11
Dr. Cynthia Klima, Department of Languages and Literatures
Classroom: Welles 132
Office: Welles 206 C
Course Summary:
This course will explore the development of the education of women in Central and Eastern Europe, from the age of textiles/women in commerce to the present day. From these beginnings, the course will move forth to include literary and cultural influence of women. From early times, women in this area of Europe were expected to be much more self-sufficient than their western counterparts. But why was this the case? And when did they begin to have a larger influence on the advancement of literature and culture in their respective countries using their educated background? We will use texts and excerpts from various works that will aid the student in advancing his/her knowledge of the development of women’s education and how they assisted in advancing culture in Central and Eastern Europe. The course will include background information on countries such as Russia, Ukraine, Poland, Hungary, Czech and Slovak Republics, Austria and Germany. How do each of these countries differ in women’s education? How do literary themes vary from country to country? What made some groups of women more educated, i.e. why did they have access to certain areas of education that were more often than not reserved for men? Via reflections, class discussion, group work and a final paper, students will gain an understanding of the advances women have made in an area of the world that is not commonly explored in the area of women’s studies.
Intended Learning Outcomes:
The successful student will:
- Demonstrate knowledge of the major events that have shaped the education and cultural contributions of women in Central and Eastern Europe
- Demonstrate a knowledge of the major women authors and historical figures who have contributed to the bodies of national literatures and cultures
- Demonstrate the ability to critically reflect and relate his/her opinions in discussion and in writing.
- Produce a research paper on a topic of choice, using the knowledge garnished from background texts, literature, articles, film and class discussions.
Required Texts:
- Anne’s Bohemia : Czech Literature and Society, 1310 – 1420
- Bitter Freedom Memoir of A Holocaust Survivor.
- Catherine the Great: Portrait of a Woman
- Malina : A Novel
- Nine of Russia’s Foremost Women Writers
- The Piano Teacher
- Women of Prague: Ethnic Diversity and Social Change From the Eighteenth Century to the Present.
Course Assessment:
2 reflective statements (approx. 2-3 pages each): 20%
2 course exams: 20%
Group Presentation/Project: 10%
Seminar discussion/participation: 25%
1 research paper: (approx.10-12 pages): 25%
Reflective Statements:
Students will do 2 reflective statements during the course of the semester. These should be REFLECTIVE, NOT RESEARCHED STATEMENTS. They should be indicative of your thoughts on a topic that has been discussed in class or on our works in class. I will use the INTD 105 rubric (see myCourses for the rubric that I have posted for your convenience.)
Course Exams:
Please see the calendar for the course exams. They will be about 1 hour in length and can be a combination of essay and identification. Also note our departmental statement on make-up exams at the end of this document.
Group Presentation/Project:
Each person will be a part of a group of no more than about 3-4 people, working on a project of the group’s choice. This project could be a skit, an investigation of a topic that the group is interested in pursuing, or an archival inquiry that might involve some investigation outside of our college confines (interviews come to mind here.) It’s your project, so you might all come up with something highly creative.
Seminar Discussion and Participation:
It is imperative that the student be in class each and every day, though it is understood that one can be quite ill and unable to make it to class. The student is allowed 2 “free pass” days during the course of the semester. It is expected that the student use his/her “free passes” wisely, i.e. in case of illness or unforeseen circumstance. “Free pass” days cannot be used when there is a test, a group project or other important element of class due (free pass EXCLUDES the final examination period when the final paper is due as well.) Translation: These are 2 days you are allowed to “drop” during the semester, no questions asked, no explanations needed. All students should sign into the instructor’s book at the BEGINNING of class. If a student comes late to class by 15 minutes or more, that is one of the “free pass” days. In other words, “don’t come late to class and waste a free pass.”
Final Research Paper:
The final research paper will be 3000-3500 words in length (minus the title page, bibliography and endnotes.) These are research papers and proper citation is required
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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