Explain how Edgeworth’s “The Purple Jar” can be read as a moral lesson for young nineteenth-century girls?

ASSESSMENT 3: Research Essay (1500 words; 50%)

 

 

Due Dates:

 

PART I [ESSAY PLAN; 5%] by 6pm, Friday, 26^th May [submitted through vUWS]

PART II [ESSAY; 45%] by 6pm, Monday, 5^th June [submitted through vUWS]

 

Students must submit an essay plan as the first part of this assessment. Students will then submit their full essay as the second part of this assessment in line with the due dates above.

 

ESSAY PLAN

A sample essay plan is available on vUWS so that students understand what they need to do for this part of the assessment. The essay plan should be single-spaced, size 12 Arial font, and no more than one A4 page OR at least no more than 450 words. It should consist of an abstract, demonstration of argument, as well as an evaluation of one piece of critical literature that the essay will utilise.

 

ESSAY QUESTION

Students must choose to answer ONE of the questions below:

 

1. Explain how Edgeworth’s “The Purple Jar” can be read as a moral lesson for young nineteenth-century girls?

 

 

RESEARCH

Students must include reference to at least three secondary resources in their answer. These resources must be scholarly resources, e.g. academic journal articles, books, book chapters, essays in edited collections. Students will be penalised for using general online resources and websites.

 

MARKING CRITERIA

The markers will be looking for:

 

• Clear writing and well-structured paragraphs;
• clarity of ideas;
• sophisticated and detailed engagement with the primary work selected, including close analysis of language and style;
• detailed engagement with the chosen secondary literature in order to develop a coherent argument in response to the essay question;
• full Chicago referencing.

 

Where students are referencing texts included in the Unit Reader, they should follow the pagination given in the reader and can cite the reader as in the following example;

Charlotte Perkins Gilman, “The Yellow Wallpaper” in Unit Reader, p. 649.

For the purposes of the bibliography, the Unit Reader’s publishing details can be simply cited as “Western Sydney University, 2017”.

Where students are not using the Unit Reader, they must provide full publishing details of the text that they are using and referencing in their essay.

The following table will be used when marking assessment 3:

 

	CRITERION
	Relevance	Strength of Argument	Use of Evidence	Presentation	Research
High Distinction 85-100	Fully engaged with the question in a particularly original, focused and imaginative way.	Particularly perceptive and original; detailed; well-developed; thoroughly consistent; fully convincing.	Full command of a broad range of textual evidence; a broad range of pertinent quotations used in a particularly imaginative and/or original way.	Particularly fluent and subtle use of language; excellent command of grammar, spelling, punctuation, paragraphing; full referencing and bibliography.	A broad range of highly relevant and pertinent texts consulted, with evidence of sophisticated critical engagement.
Distinction 75-84	Particularly well focused and fully engaged.	Particularly perceptive; detailed; well-developed; consistent and convincing.	Full command of textual evidence; a broad range of well-chosen quotations.	Fluent use of language; good command of grammar, spelling, punctuation, paragraphing; full referencing and bibliography.	A broad range of relevant texts consulted, with evidence of critical engagement.
Credit 65-74	Mostly relevant to the question.	Understands important issues and concepts; mostly convincing.	Sound textual knowledge; argument usually supported by quotation.	Grammatically correct; accurate spelling and punctuation; adequate referencing and bibliography.	Appropriate secondary sources consulted; limited engagement.
Pass 50-64	Mostly in the right general area.	Plausible enough, although mostly descriptive; often superficial; some inconsistencies.	Reasonable textual knowledge, quotations not always apposite or well integrated.	Grammar and style competent although awkward, referencing and bibliography may be incomplete or stylistically inconsistent.	Some evidence of further reading; often indiscriminate; and/or perhaps relied upon too heavily.
Fail 0-49	Fails to address the question adequately.	Mostly superficial, confused and/or contradictory; often incoherent.	Inadequate textual knowledge, little or no supporting evidence offered.	Rudimentary grammatical errors and/or absence of referencing or bibliography.	Little or no evidence of further reading.