Primary Source 1

Assignment

For this assignment you will compare the flood story in the Epic of Gilgamesh and the Biblical story.

How are these two stories similar? How are they different? What do they tell us about the environmental factors that shaped life in the ancient Near East?

Below is the rubric to follow for a rough guideline of expectations

Professor Boyle

Rubric for written assignments

All written assignments (except daily assignments) will use this rubric for grading- ignore the “other” box. I do not add up the totals and generate a score. I have found that the rubric is a much harder grader than I am.  I use this as a general guideline to grade your papers. This should be used as a checklist to help you submit your paper. My comments will reflect this language on your longer written assignments. If you have achieved a 4 in all boxes that is what an A looks like. If you have achieved a 1 in all boxes, this is what a D looks like. Level 3s are around a B and Level 2s are a C.  This basically reiterates the themes in your syllabus about clarity, sloppiness, argument, etc. This grid just breaks it down more.

	4. Distinguished	3. Proficient	2. Apprentice	1. Novice
Writing-Organization: Clear, logical sequence	All ideas were presented in a logical order. Introduction was clear, body included many details, and conclusion summarized main idea. Writing flowed smoothly throughout.	Ideas were presented in a logical order. Introduction was clear, body included many details, and conclusion summarized main idea.	Some ideas were presented in logical order. Introduction, body, and conclusion were included.	Writing was fragmented. Ideas were not presented in logical order. Introduction, body, and conclusion were not clear.
Writing-Ideas: Interesting, informative details	All details were unique, interesting, and related to and supported the main idea. Writing included information based on personal experience.	Writing had many interesting details which supported the main idea. Writing included information based on personal experience.	Writing had three or more details that supported the main idea.	Writing had few details.
Writing-Sentence Fluency: Length, variety and flow of writing	Most sentences varied in length and structure. Writing had a natural flow that made it easy to read.	Many sentences varied in length and structure. Some sentences did not flow smoothly.	A few sentences varied in length. Most sentences did not flow smoothly.	Sentences were short and did not flow well. Sentence structure did not change.
Writing-Overview: Ideas, voice, conventions, fluency, organization, and word choice	Ideas presented in logical order. Unique and interesting details supported the main idea, and natural flow made writing easy to read. Used scholarly, topic-specific vocabulary and made no spelling, grammar, capitalization, or punctuation errors. Used personal style and feeling.	Most ideas presented in logical order. Details supported the main idea. Used scholarly vocabulary. Made less than 5 spelling, grammar, capitalization, or punctuation errors.	Some ideas presented in logical order. There were few details to support the main idea. Made 5 to 10 spelling, grammar, capitalization, or punctuation errors.	Ideas were not presented in logical order. Details did not support the main idea. Made more than 10 spelling, grammar, capitalization, or punctuation errors.