The Odyssey Film Comparison Assignment
September, 2011
For your final Odyssey-related project in this course, you will be presenting a formal
comparative analysis using excerpts from one film that deals in some way with one of the
archetypal themes or events from The Odyssey. You must identify the Odyssey-related
theme, issue, relationship, or event you wish to analyze, and consider it by comparing it
to the archetype as it is presented in Homer’s epic. You must also provide a “so what?”
statement for your presentation to suggest why the particular theme, issue, relationship,
or event you chose continues to be a productive source of consideration in popular culture
today.
You will have to commit to your film by Tuesday, September 14; come to class prepared
to tell me what film you (and your partner if you choose to work with one) will be
working with. There are some suggestions on the back of this sheet, although you are by
no means limited to those options. Feel free to use me or the library’s film guide for
general information on any of those films. I do not want the same film used more than
once in the same class section. We will begin presentations on Thursday, September 23.
I recommend that as you prepare, you watch the film with pen, paper, and remote in
hand. You will be expected to use exact quotes from the film in your presentation as well
as be able to highlight (with excerpts if possible) specific scenes, shots, and cinematic
techniques used to reinforce the nature of the theme, issue, relationship, or event you are
studying (think back to Cool Hand Luke).
For the in-class presentation, you should be clearly and effectively organized with
DVD accurately cued; be sure you can access scenes you wish to use quickly and fluidly.
We will be viewing them on the projector. Make sure all excerpts are PG-13-rated for
our viewing comfort. You should speak fluently, formally, and purposefully. You may
wish to note your main points on notecards or in outline form.
You will need to hand in (on Monday, September 20) a “statement of purpose” that
elucidates the nature of your project, the way in which you made your comparison
(include all examples from both epic and film in this section), and the conclusion you
drew as a result of your analysis. You will be expected to give a works cited for both the
film and the epic; be sure you know the correct format for both internal citation and work
cited information.
Your presentation will be graded using the presentation rubric that will guide your work
for most of your oral assessments this semester. Pay particular attention to the last two
categories, “Interpretation and Personal Response” and “Presentation”. I will be paying
particular attention to your ability to support your comparison with details from both
texts. Your statement of purpose will be used to bolster your scores in each category
(note “Use of Language” in particular here—don’t forget to use the terms you know and
love from previous English classes).
O Brother, Where Art Thou?
Smoke Signals
Rabbit Proof Fence
A Passage to India
Into the Wild
Apollo-13
The Whale Rider
Time Bandits
A Journey to the Center of the Earth
Labyrinth
Taste of Cherry
Cider House Rules
My Architect
Thelma and Louise
2001: A Space Odyssey
Gulliver’s Travels
The Darjeeling Limited
The Grapes of Wrath
Bonnie and Clyde
The Princess Bride
Star Wars
Everything is Illuminated
Pan’s Labyrinth
Easy Rider
Paris, Texas
Knowledge and
Understanding of
Text
Use of
Language
Interpretation
and Personal
Response
Presentation
1
Little knowledge of, or
understanding of the
content of the text;
little knowledge of the
appropriate context, of
the text where relevant
Speech is not readily
comprehensible; many
lapses in grammar and
expression; vocabulary
is rarely accurate or
appropriate.
Oral Presentation Rubric
2
3
Some knowledge but
Adequate
superficial
knowledge and
understanding of the
understanding of
content of the text;
the content of the
some knowledge of
text; adequate
the appropriate context knowledge of the
of the text, where
appropriate
relevant
context, where
relevant
Some degree of clarity Clear speech,
and coherence in the
appropriate to the
speech; some degree
occasion; only a
of accuracy in
few significant
grammar and
lapses in grammar
expression; vocabulary and expression;
is sometimes
attempts to use a
appropriate for the
register appropriate
discussion of
to the oral activity.
literature.
1-2
Little interpretation of
the thought and feeling
expressed in the text;
response consists
mainly of narration
and/or repetition of
content; little
awareness of the
literary features of the
text
3-4
Some interpretation of
the thought and feeling
expressed in the text,
including some
elements of a relevant
personal response,
where appropriate;
some awareness of the
literary features of the
text; the response is
supported by some
references to the text.
Little evidence of a
structure to the response;
little attempt to present
the response with
coherence and focus; the
response is supported by
few references to the
text.
Some evidence of a
structure to the response;
some attempt to present
the response with
coherence although it is
not always focused;
supporting references to
the text or extract, where
relevant, are not
appropriately integrated
into the body of
response.
Total: _____________ out of 30
4
Good knowledge and
understanding of the
content of the text;
good knowledge of
the appropriate
context of the text,
where relevant
5
Thorough knowledge
and understanding of
the content of the
text; precise
knowledge of the
appropriate context of
the text, where
relevant.
Clear, varied and
precise speech,
appropriate to the
occasion; no
significant lapses in
grammar and
expression; uses a
register and style
appropriate to the
oral activity; some
literary terms used
appropriately.
Clear, varied and
precise and concise
speech, appropriate to
the occasion; no
significant lapses in
grammar and
expression; an
effective choice of
register and style;
precise use of wide
vocabulary and
varied grammatical
structures; literary
terms used
appropriately.
9-10
A convincing and
detailed interpretation
of the thought and
feeling expressed in
the text, including a
fully considered
critical response,
where appropriate;
excellent awareness
and critical analysis
of the effects of the
literary features of the
text; the response is
fully supported by
precise references to
the text.
5-6
7-8
A generally valid
A valid and generally
and adequate
detailed interpretation
interpretation of
of the thought and
the thought and
feeling expressed in
feeling expressed
the text, including
in the text,
good awareness and
including some
detailed analysis of
degree of a critical
the effects of literary
personal response,
features of the text;
where appropriate; the response is
adequate awareness supported by relevant
and some analysis
references to the text.
of the effects of
literary features of
the text; the
response is
generally supported
by relevant
references to the
text.
Adequate structure to Clear and logical
Purposeful and
the response; is
structure to the
effective structure to
generally focused and response; the response the response; the
presented in a
is focused and presented response is focused,
coherent and effective in a clear, coherent,
coherent, and
manner; supporting effective and
presented in a very
references to the text, convincing manner;
effective and
where relevant, are supporting references to persuasive manner;
sometimes
the text, where relevant, supporting references
appropriately
are appropriately
to the text are well
integrated into the
integrated into the body integrated into the
body of response.
of response.
body of the response.