Women in Mythology Essay
You will prove how the Mycenaean, patriarchal society dominated
the Minoan, matriarchal society though the dissemination and
sustained teaching of particularly themed myths. To do this, you
will focus on myths that portray women as inferior to men.
Consider how the myths show women:
 Cannot be trusted
 Have a beauty/nature that is deceiving
 are jealous, vain, or obsessive
 are overly curious
 Bring pain/suffering to mankind.
 are vengeful
 are easily tricked or stupid
Pick two of the above "bullets" as your DIs. Each DI will be explored in its
own DP, developing paragraph, that will have three developmental details –at
least one of which will be in the form of a DQ. In the whole essay, you may
reference a total of as many myths as you want, but each developing
paragraph should reference at least two different myths.
This essay will be structured around:
An introductory paragraph where the complete identification, the main idea, and the
developing ideas are clear. Include a closing sentence.
A developing paragraph where the focus will be on one of the "bullets" above. You will
offer a total of three developmental details, at least one of which will be in
the form of a DQ. This paragraph will references at least two
different myths.
A developing paragraph where the focus will be on a DIFFERENT "bullet" from above. You
will offer a total of three developmental details, at least one of which will be
in the form of a DQ. This paragraph will references at least two
different myths.
A concluding paragraph that summarizes the points you made. You will also reach for
significance here. Some thoughts to consider: why were the Mycenaens so
afraid of women? Why did the Minoans tolerate this degradation? Are
women portrayed as inferior to men today? If so, how is this idea
disseminated? Why do women tolerate it today?
Blacklisted words rule applies as does the two vocab word minimum.
Women in Mythology Rubric
Teacher Name: Ms. Fennelly
Student Name:
CATEGORY
Structure
(Organization
Rubric Attached?________
Turnirin.com?__________
__________________________
4
3
The opening is interesting The opening clearly states
and articulate. It previews the main topic, CI and DIs,
the structure of the paper but is not particularly
with a clear main idea (MI), inviting to the reader.
complete identification (CI)
) and clear developing ideas
(DIs).
Evidence
Analysis
Diction
Capitalization
&
Punctuation
2
The opening states the
main topic, but does not
adequately preview the
structure of the paper nor
is it particularly inviting to
the reader.
1
There is no clear
introduction of the main
topic or structure of the
paper.
Relevant, telling, quality
examples give the reader
important information that
goes beyond the obvious
or predictable.
Supporting details and
information are relevant,
but not all examples
support the developing
idea.
Some relevant examples
present, but several
examples seem
unconnected to the
developing idea.
Supporting details and
information are typically
unclear or not related to
the topic.
Each example is analyzed
in a clear, articulate way.
The author thoughtfully
connects examples to the
thesis statement, showing
a mastery of material and
critical thinking. No pitfalls
present.
Each example is analyzed
in a clear way. The author
connects examples to the
thesis statement, showing
a mastery of material and
some critical thinking. A
pitfall may be present.
Each example is analyzed.
The author does not
always connect examples
to the thesis statement,
showing an uncertainty of
some of the text. Minimal
critical thinking. Some
pitfalls present.
Each example is not
analyzed. The author does
not connect examples to
the thesis statement,
showing little knowledge of
text. Analysis resorts to
generalizations or
repetition of evidence.
Writer uses vivid words
Writer uses vivid words
and phrases that linger or and phrases that linger or
draw pictures in the
draw pictures in the
reader's mind, and the
reader's mind, but
choice and placement of occasionally the words are
the words seems accurate, used inaccurately or seem
natural and not forced.
overdone. There may be
There are 0-3 BL words on a page that exceeds 3 BL
every page. At least 2
words. Two 2 vocab words
vocab words highlighted highlighted. One may not
and used correctly.
be used correctly.
Writer makes no errors in Writer makes 1 or 2 errors
capitalization or
in capitalization or
punctuation, so the paper punctuation, but the paper
is exceptionally easy to
is still easy to read.
read.
Writer uses words that
communicate clearly, but
the writing lacks variety,
punch or flair. More than
one page exceeds 3 BL
words. Two 2 vocab words
used but they might not be
highlighted or used
correctly.
The conclusion is strong
and leaves the reader with
a feeling that they
understand what the writer
is "getting at." Articulate
and mature RFS.
The conclusion is
There is no clear
recognizable, but does not conclusion, no RFS, the
tie up several loose ends. paper just ends.
RFS weak or obvious.
Writer uses a limited
vocabulary that does not
communicate strongly or
captures the reader's
interest. Jargon or clichés
may be present and
detract from the meaning.
Blacklisted words used
throughout essay. Did not
highlight and use two 2
vocab words.
Writer makes a few errors Writer makes several
in capitalization and/or
errors in capitalization
punctuation that catch the and/or punctuation that
reader's attention and
catch the reader's
interrupt the flow.
attention and greatly
interrupt the flow.
(Conventions)
Conclusion
(Reach for
Significance)
Strengths:
Weaknesses:
The conclusion is
recognizable and ties up
almost all the loose ends.
RFS is clearly understood.
Grade: