Women Morality and Ceremonies in Victorian Era
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
Women Morality and Ceremonies in Victorian Era
Women, Morality, Ceremonies, Victorian, Era
SEE THIS LIST of Accredited scholarly resources, next read the 3 authors in text citations (note the authors RUSKIN, CAIRD & ELLIS) as three more sources, noting the RED print? Finally see part TWO or question TWO?
See: Other Resources & Study Guide Printout & Attachment
- Walter Besant: The Queen’s Reign, the transformation of Women’s Status between 1837 and 1897
- Anonymous: The Great Social Evil, John Stewart Mill
- John Ruskin (English Art Critic), jstor article, “Ruskin and the Ideal Woman”.
- Topics of women, morality and ceremonies, Victorian Era England
The challenges of women during the Victorian Era were equal opportunity rather than competition. They lacked the opportunity to expand on their intellectual faculties rather than the belief of “Feminine education”. Feminine education was believed to cultivate the heart instead of their actual minds (Ellis 656).
Women during the movement were “looking forward steadily, hoping and working for the days when men and woman shall be comrades and fellow workers as well as lovers and husbands and wives” (Caird 679). The women’s question “encompassed not one question but many” (653). Women wanted equality and wanted to be more than just someone’s wife.
Marriage was believed to be “Gods will” or “divinely willed” (654). “Women’s position in society and in marriage was take as natural” (Ruskin 654). Queen Victoria even described changes because of marriage as “sacrifices marriage imposed on women” (654). Caird believed that marriage was socially constructed and “to be bored was a privilege” (655).
It was said that it was a privilege of wives and daughters of upper- and middle-class homes. Makes sense when you have the money to pay someone to do it all for you there’s nothing left for you to do. When you don’t have a companion to speak to because he is not seen as an equal you would be bored.
“The intercourse of man and woman-how frivolous, how unworthy it is!” (Cassandra 675). Marriage was said to be more of a lawful commitment. Women and men did not have much to talk about. Women were called upon to work when financially the man failed. With limited experience a woman could only do so much. Women were limited because of their lack of experience. Social evil becomes a main financial support. Women were so limited to jobs and opportunities that prostitution was a means of making money.
The inequalities were greater when woman tried to become independent. The new woman was seen as “bicycle-riding, cigarette smoking, and mannish creature” (655). Although a women’s position was lower or less valuable than a man’s Ruskin also says that “home is yet wherever she is” (661).
They were considered important in the household and even necessary. Ruskin also said that women’s power was for rule not battle and her intellect is not for invention or creation, but for sweet orderings or arrangement and decision. Her great function is to praise (MEN) (661).
PART TWO – Gender in Victorian Literature, Summarize “Marriage”, Westminster Review in 1888, by Mona Caird Feminist writer in 3-5 paragraphs.
RUBRIC
QUALITY OF RESPONSE |
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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. They 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. |
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