English 100-992
Essay 2
Please write an essay in response to one (1) of the two (2) prompts below:
1. In Edgar Allan Poe’s “The Cask of Amontillado,” Montresor’s family’s motto is “Nemo me impune lacessit” (438), which translates to “No one attacks me with impunity” (in other words, no one attacks me without being punished). In addition, Montresor’s coat of arms (family symbol) is a golden boot stomping on a snake whose fangs have bitten into the boot. In the story, it is described as “[a] huge human foot d’or [a giant golden boot]. In a field of azure; the foot crushes a serpent rampant whose fangs are imbedded in the heel” (438). How are this motto and/or this coat of arms related to Montresor’s motivation for murdering Fortunato? Referring to this motto and/or coat of arms, explain why Montresor murders Fortunato.
2. What is T. S. Eliot’s central argument in “Tradition and the Individual Talent”? Using textual evidence, provide a critical interpretation of this argument to your reader. Your thesis statement will be whatever you state is Eliot’s key argument. You will then find examples in the text that support your answer (you are convincing your reader that your critical interpretation of “Tradition and the Individual Talent” is correct).
To get a high grade, these guidelines must be followed:
• Times New Roman 12.
• Must be in MLA Format (presented in a clean, professional manner).
• Double-Spaced (No Extra Space Between Paragraphs).
• Last Name and Page number in upper right margin.
• Name, Class, Prof., Due Date Info in upper left corner.
• 1 inch/2.54 margins all around.
• **If you do not even try to format your paper according to MLA, you will immediately be deducted 10% (I will not point out what you did wrong this time).
• **Submitted through Turnitin (to check for plagiarism), and a paper copy to me at the beginning of class (this means that the paper is due at 7:00, not midnight).
• Must include a title.
• Must include an introduction.
• Must include a thesis statement.
• Must include body paragraphs (topic sentence, body, summary/transition).
• Must include a conclusion.
• Must include proper MLA In-Text citations.
• Must include textual evidence (at least one citation per body paragraph).
• **Must include Works Cited page (IF YOU DO NOT INCLUDE A WORKS CITED PAGE YOU WILL GET A GRADE OF NP ON THIS ASSIGNENT).
• You can exceed word count by 250 words if necessary.
• Use correct grammar, spelling, and punctuation (see a Writing Centre if you need to).
• **Do not cite secondary sources (if you do, I will immediately deduct 10%)
Grading Standards in ENGL 100
Successful essays demonstrate:
• a capacity to identify a problem in a given subject and to develop related ideas in a gradual sequence;
• a sensitivity to a reader’s responses or questions at each stage of the communication process;
• a knowledge of how to correlate abstract or general ideas with concrete supporting or illustrating material;
• a knowledge of sentence structure, the general rules of grammar, and how and when to apply these;
• a familiarity with standard formatting (including documentation) conventions of academic writing.
Compositions that earn a mark in the 90% range are characterized by a maturity of thought and expression beyond that which can be reasonably be expected of students in ENGL 100. “Maturity” may be demonstrated through originality of conception, willingness to expand ideas (critical thinking), ability to link ideas effectively (transitions), responsiveness to audience needs, an extensive and effective vocabulary, as well as knowledge of formal conventions and rules.
Compositions that earn a mark in the 80% range build new knowledge or reflect course content in fresh ways, challenging as opposed to simply regurgitating commonly accepted ideas or facts. They bring a fairly broad understanding of course material to bear on specific writing tasks. They are essentially free of formal or mechanical errors.
Compositions that earn a mark in the 70% range demonstrate an understanding of course content, and use this to provide reliable insight into a subject (such as a literary work or a controversial issue). They show organization, continuity, as well as appreciation of the audience’s need to track the writer’s meaning—they “teach” the reader and are relatively error- free.
Compositions that earn a mark in the 60% range show evidence of a rudimentary plan or organization and thus illustrate the student’s ability to develop an argument as well as carry out analysis. They may contain certain specific types of error (patterns of error), or isolated cases of accidental error, but are virtually free of serious, structural errors that interfere with communication from writer to reader.
Compositions that earn a mark in the 50% range are frequently characterized by a simple idea, not adequately explored, or by simplistic or muddy expression of an idea. Compositions that contain a widespread range of errors, or repeated errors of the same type, also fall into this category, largely on the basis of the instructor’s belief that, though the number of errors is large, their scope is small enough to make the student’s recognition and repair of them feasible. The 50% range might be thought of as a catch-all for marginal kinds of writing, either writing that is grammatically correct but says little, or writing that is marred by error but clearly shows evidence of thought.
Compositions that earn a failing grade are deficient in a significant number of ways: they lack original or creative thought, show little or no mastery of course ideas, fail to link arguments to supporting evidence, and are generally not in touch with the conventions and rules of academic discourse. Signs of these shortcomings may be failure to understand a specific writing task, to engage in problem solving, or to show connections between points.
