This essay should be about four to six pages long (without including title page and list of cited references). This essay prompt asks that you engage in a reflection about the course’s contents (no library research is needed; engaging only with the textbook’s contents and other course materials is required). You must:
a] Read the New York Times article, “In Narrow Decision, Supreme Court Sides With Baker Who Turned Away Gay Couple” (see the folder Recent Press Articles of Interest at the Student Resources link). Briefly summarize the case.
b] Read the New York Times article, “British Jury Delivers First Conviction for Female Genital Cutting” (see the folder Recent Press Articles of Interest at the Student Resources link). Briefly summarize the case.
c] Use as many specific concepts and contents (no vague reference accepted) from this course to develop a sophisticated discussion of the significance of these two cases when considered together. Indeed, they contrast meaningfully: the first case is decided by the U.S. Supreme Court in favor of a religious perspective abd belief system at the detriment, perhaps, of “individual sexual rights,” while the second could be seen as promoting individual rights by limiting the reach of religious and cultural traditions–some of which are criminalized by law (female genital cutting). In this section of your essay, you should engage in a discussion of all aspects of the contrast made by the two cases (two NYT articles) and the beliefs in the existence of supernatural forces/beings each are grounded on. You should focus on what you find most relevant in the development of your sophisticated argument, FROM AN ANTHROPOLOGICAL PERSPECTIVE. This means that I am not looking for you to attempt to simply write a summary of the legal arguments presented only. YOUR DISCUSSION MUST ENGAGE WITH COURSE CONTENTS, and as you know, this is not a legal studies course, but a course that could be identified as belonging to the subfield called “the anthropology of religion.” That argument should make as many relevant references to the course’s contents as possible. This section of your essay may not focus on one of the articles only. It must focus instead on the significance of the contrast between both cases.
Your accurate utilization of course contents in the development of a well-constructed argument will be the major criteria used to evaluate your essay.
You must use the Author-Date Chicago Manual of Style (see the Student Resources link) to cite your written sources (including the textbook) and list your references cited at the end of your essay.
YOU MAY NOT QUOTE. YOU SHOULD PARAPHRASE INSTEAD. THE PROFESSOR WANTS TO HEAR YOUR OWN VOICE.
Your essay must have a brief introduction, and must end with a list of cited references.
You must submit your essay as a Word file.
This assignment is graded according to your ability to identify and articulate an argument about the central focus of the essay (the significance of the contrast between the two cases referred to in the two NYT articles, marshal evidence from the course’s materials to support the sophisticated argument you develop, as well as to show your ability to follow directions, present accurate information and cite examples from the texts that you paraphrase. Finally, this assignment will be graded on your demonstrated ability to adequately understand anthropological explanations and adhere to the rules of English grammar. For this assignment, I look for whether you have developed a sound argument and whether you have constructed logical paragraphs that explain how the examples you have chosen support your statement about the question’s focus/target.
You are advised to take a look at the grading rubric below. It should further explain what the professor is looking for.
Final Essay Grading Rubric (1)
Final Essay Grading Rubric (1)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeOverall Impression 33 to >27.72 pts
Excellent
Author directly addresses the main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. The author has retained nearly all of the knowledge presented in the textbook and other class materials. He/She is able to synthesize this knowledge in new ways and relate to material not covered in the course. 27.72 to >22.44 pts
Proficient
Author competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the author has learned a great deal in class and is able to communicate this knowledge to others. 22.44 to >17.16 pts
Limited
Author attempts to address the main question or issue, but fails. The author has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others. 17.16 to >0 pts
Poor
Essay does NOT address the main question or issue, and it is obvious that the author has not retained any information from the course.
33 pts
This criterion is linked to a Learning OutcomeArgument 35 to >29.4 pts
Excellent
Essay contains a clear argument—i.e., lets the reader know exactly what the author is trying to communicate. 29.4 to >23.8 pts
Proficient
An argument is present, but reader must reconstruct it from the text. 23.8 to >18.2 pts
Limited
Author attempts, but fails, to make an argument (e.g., starts with a rhetorical question/statement or anecdote that is never put into context). 18.2 to >0 pts
Poor
No attempt is made to articulate an argument.
35 pts
This criterion is linked to a Learning OutcomeEvidence 33 to >27.72 pts
Excellent
Provides compelling and accurate evidence that convinces reader to accept main argument. The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoning—i.e., the reader does not need to assume anything or do additional research to accept main argument. 27.72 to >22.44 pts
Proficient
Provides necessary evidence to convince reader of most aspects of the main argument but not all. The importance/ relevance of some evidence presented may not be totally clear. Reader must make a few mental leaps or do some additional research to fully accept all aspects of main argument. 22.44 to >17.16 pts
Limited
Not enough evidence is provided to support the author’s argument, or evidence is incomplete, incorrect, or oversimplified. Information from lectures and readings is not effectively used. 17.16 to >0 pts
Poor
Either no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. There is little or no mention of information from lectures and readings.
33 pts
This criterion is linked to a Learning OutcomeCounter-Evidence 33 to >27.72 pts
Excellent
The author considers the evidence, or alternate interpretations of evidence, that could be used to refute or weaken his/her argument, and thoughtfully responds to it. 27.72 to >22.44 pts
Proficient
Author acknowledges that counter-evidence or alternative interpretations exists, and lists them fully, but does not effectively explain to readers why his/her argument still stands. 22.44 to >17.16 pts
Limited
Author acknowledges some of the most obvious counter-evidence and alternative explanations, but is not comprehensive in this task. There is little or no attempt made to respond to them. 17.16 to >0 pts
Poor
No acknowledgement of counter-evidence or alternative interpretations.
33 pts
This criterion is linked to a Learning OutcomeCitations 33 to >27.72 pts
Excellent
All evidence is properly cited according to the Author-Date Chicago Manual of Style. 27.72 to >22.44 pts
Proficient
All evidence is cited according to the Author-Date Chicago Manual of Style, but there are some minor problems with completeness or format of some citations. 22.44 to >17.16 pts
Limited
Some pieces are unreferenced or inaccurately referenced, and there are problems with completeness and format of citations. 17.16 to >0 pts
Poor
No attempt is made to cite evidence.
33 pts
This criterion is linked to a Learning OutcomeClarity and Style 33 to >27.72 pts
Excellent
All sentences are grammatically correct and clearly written. No words are misused or unnecessarily fancy. Technical terms, words from other languages, and words from other historical periods are always explained. All information is accurate and up-to-date. Paper has been spell-checked AND proofread (ideally by you and somebody else), and contains no errors. 27.72 to >22.44 pts
Proficient
All sentences are grammatically correct and clearly written. An occasional word is misused or unnecessarily fancy. Technical terms, words from other languages, and words from other historical periods are usually, but not always, explained. All information is accurate and up-to-date. Paper has been spell-checked AND proofread, and contains no more than a few minor errors, which do not adversely affect the reader’s ability to understand the essay. 22.44 to >17.16 pts
Limited
A few sentences are grammatically incorrect or not clearly written. Several words are misused. Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up-to-date. Paper has been spell-checked AND proofread, but still contains several errors. Reader’s ability to understand essay may be compromised by these errors. 17.16 to >0 pts
Poor
Paper is full of grammatical errors and bad writing. Several words are misused. Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up-to-date. Paper has not been spell-checked or proofread, and contains numerous errors. Reader has a difficult time understanding essay because of errors.
33 pts
Total Points: 200

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