Hide Assignment Information |
Instructions |
|
Religions of the East RELS 1001 Winter 2021 Exam #1: Hinduism: 33.33%
Material covered: Weeks 2-4 Questions released Tues. Jan. 26th 10:05am Submission deadline Tues. Feb. 2nd 11:25am Late penalty deduction of 2 points per day of the 33.33 as of 11:26am of due date Last possible submission with penalties Tues. Feb. 9th 10:05
Answer two of the three questions below, identifying your essays as A, B or C. Each response must be no less than 1500 words. Structure your response in clear paragraphs and formal English academic prose. It is not necessary to cite class lectures when taking general information from my Panopto or recorded live lectures. To quote or paraphrase from readings, use in-text format (Author Date: page ###), and provide one final "Works Cited" page at the very end of your document (it is not necessary to provide one for each essay), taking the full bibliographic information as needed from the syllabus or from the cover page of the reading pack. Some examples would look as follows:
Direct quote examples
The exact origins of tantra are not well understood, but it is thought that it "crystallized around the fifth and sixth centuries CE" (Amore et al.* 2018: 61).
Misfortune is also possibly attributed to the astrological details of one's birth such as thenaga dosham, "(lit. snake blemish ...**), caused by particular astrological alignments" (Flueckiger 2015: 164).
* et al. stands foret alia, "and the others" -- when you refer to a work by 3 or more authors (like our textbook) and have the full list of names in the final list of references, you can just cite the first name followed by "et al."
** Three dots like this are called an ellipsis; they indicate that something has been removed from the quote. Remember what you put in quotation marks must reproduce EXACTLY what is in the original.
Paraphrase examples
The exact origins of tantra are not well understood, but it is thought that it had taken definite shape by around the 6th century CE (Amore et al. 2018: 61).
Misfortune is also possibly attributed to the astrological details of one's birth such as the naga dosham or snake blemish connected with certain configurations of stars and planets (Flueckiger 2015: 164).
....
Works Cited ... Amore, Roy C., Amir Hussain and Willard Oxtoby, eds. 2018.World Religions: Eastern Traditions. 5th ed. Oxford University Press. [note here in the final Works Cited all three names are listed]
Flueckiger, Joyce Burkhalter. 2015.Everyday Hinduism. Chap. 6: Vrats: Ritual Vows and Women's Auspiciousness. Wiley Blackwell.
NOTE: be careful with your syntax when incorporating direct quotes. The grammar of the entire sentence must hold together:
GOOD: The exact origins of tantra are not well understood, but it is thought that it "crystallized around the fifth and sixth centuries CE" (Amore et al. 2018: 61).
BAD: There are many origins of tantra, scholars debate about this and "crystallized around the fifth and sixth centuries CE" (Amore et al. 2018: 61).
Full and complete responses require support from both readings and lectures, with specific and properly referenced quotes from readings. Bring the concrete and relevant details —key vocabulary, names of Gods, Goddesses, ritual traditions, historical figures, place names of India, etc. — into your responses.The only materials required or permitted to complete this exam are assigned class readings, the prerecorded Panopto and recorded live lectures, and the posted documentaryBearing the Heat. No external research is necessary, nor is it permitted.
Your two essays will be the result of a digestion and synthesizing process. By now you are expected to have done all the assigned readings, viewed all lectures and posted materials for Weeks 2-4, and to have created a set of notes as the basis for composing your essays. If you have not done this, you are not ready to write the exam. What is required here is a balancing and bringing together of the course material, where readings and lectures equally provide the basis for your creative and focused response to the question, expressedin your own words. All three exam questions require understanding of multiple elements of course content from across weeks 2-4. You will not simply transpose data from the readings into your responses, nor will you construct a response that is simply a string of quotations; you should not have large blocks of quoted text from readings. Be selective and precise, using readings to support particular facts rather than broad, general points. The final product must be your composition, in your own words, with selective support in the form of short reading quotes or paraphrases -- not the reverse.
Do not compose your response directly on Brightspace. Rather, please compose and save a copy of your document with your preferred program (Pages, Word, etc.). To submit, copy-paste (CTRL+C / CTRL+V) the text of your document into the submission box of the Brightspace assignment (making any final necessary adjustments such as restoring paragraph breaks or formatting) and submit before 11:25am on Tues. Feb. 2nd, 2021. Saving your own copy is crucial to prevent against loss of your work in the event of any connection problems or glitches when submitting through Brightspace.
Answer two of the following three questions, min. 1500 words each (please label response A, B or C, but do not reproduce the text of the question itself):
A. What is order and how is it sustained? At different points of history and in different mythic and social and ritual contexts, we see that Hinduism is a kind of order-management system concerned to correct recurring chaos, disease, and disorder. Where does this concern seem to originate, and what multiple forms does it take through the development of Hinduism? Try to identify, in a chronological sequence, key examples in Hinduism of this theme of restoration, correction and preservation: what exactly does "chaos" mean or represent in different mythic, social and ritual contexts, and what have been the various solutions to these perpetual problems over the centuries?
B. What is the meaning of domesticity and renunciation? We have seen that the home is a special place in Hinduism that requires careful management by men and especially women. It is ideally the domain of health, happiness, prosperity, family and worldly enjoyments. How are such goals pursued in Hindu ideology and ritual? Renunciation meanwhile turns away from this space, rejecting it in favour of the pursuit of liberating wisdom. How did Hinduism manage this tension between the householder's world and the renunciant's world? Build your response first on a treatment of the domesticity aspect of the question, following this with a treatment of the problem of renunciant values and their tension with worldly ones.
C. How do human beings interact with the divine in popular Hinduism? Clearly one of the most basic features of popular (i.e post-Vedic) Hinduism is a concern to establish and maintain links with deities who are perceived as essential to human welfare. What do these links look like? What are the chief forms of Hindu culture and ritual which permit communication with the divine? Note that the question is not asking for a discussion of the gods and goddesses themselves or their mythologies, but the specific ways in which Hindus relate to them. In your response, discuss multiple examples from different post-Vedic historical contexts and environments, staying focused on the question of what Hindusdoto establish and maintain a two-way connection with divine beings.
|
Start Date |
|
Jan 26, 2021 10:05 AM |
Due Date |
|
Feb 2, 2021 11:25 AM |
Hide Rubrics
Rubric Name: Unit 1 Exam: Hinduism - Question A (X/16.666)
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaOutstanding3.333 pointsVery Good2.666 pointsAdequate2.333 pointsPoor1.888 pointsUnacceptable1.222 pointsExtremely Poor0 pointsCriterion ScoreFocus
Great retention of focus on the question; a disciplined response that stays on-track start to finish -- excellent!
Overall good treatment of the question; no major secondary issues distracting from the chief concern of the exam question -- good
Essay goes off track occasionally and does not always treat material directly relevant to question at hand -- please try to stay on-point.
Secondary issues dominate response such that the exam question is getting lost, and too much material is failing to serve purposes of question as posed.
Exam question has been lost sight of here and is not being answered: response is not delivering basic content required.
Question has not been answered in any way.
/3.333Content
Superb understanding of the content, excellent grasp on difficult concepts. Course material very well digested and articulated in a nuanced way.
Good grasp on the basic concepts, drawing on lectures and readings. Course content nicely handled here, with a few elements underdeveloped, but overall treating the question well with course lecture and reading content.
Essay is on-track overall, but missing key lecture and reading content. Main concepts in question are underdeveloped, largely on account of depending too exclusively on a too-limited selection of lecture and reading content.
The most natural course content which should inform the essay is missing here; essay is short-sighted and narrowly depends on only a very small set of lecture and reading content.
Very poor handling of course content. Essay only just barely reflects familiarity with assigned lectures and readings.
No evidence of basic course content here: posted lectures and readings are entirely absent.
/3.333Details
Superb use of relevant and appropriate vocabulary, names of figures, texts, and fine points of detail woven admirably into the essay.
Good use of relevant and appropriate vocabulary, names of figures, texts, with one or two details that might have naturally found their way into the essay, but overall nicely supported.
The basic minimum of terminology, vocabulary, and details required for responding to the question are here, but key names, terms and other details missing at key points.
The most relevant and appropriate texts, vocabulary historical periods, concepts and other details are missing here.
Very poor sense here of basic terms, concepts, and details of the course. Texts, historical periods, figures, schools etc.
No evidence of any familiarity with any actual terms, concepts, details of the course.
/3.333Readings
Excellent handling of the readings, very carefully managed with clear citations and references, and a judicious use of highly appropriate quotes which support the essay very nicely.
Good handling of the readings, with quotes that nicely support the essay. Basic reference format well observed; only one or two missed opportunities or good candidates for quotes from readings overlooked.
Readings are brought into the essay, but more and better selections are needed. Reading content invoked or referred to too seldom or too superficially, with key material which should naturally present itself in your discussion missing.
Material drawn from readings is far too thin and handled in a superficial manner; this may additionally be flawed by (a) actual misunderstanding of meaning and significance of reading quotes, (b) "blind" quotes where there appears to be no connection between preceding content and selected quote.
Far too little evidence of course readings here. Essay makes almost no connection to reading content of the course relevant for this questions.
No evidence of course readings here at all; essay completely ignores the basic reading content of the course relevant for this question.
/3.333Expression
Excellent writing and expression that meet or exceed a high standard of university-level English. A pleasure to read!
Well-written and presented, but with occasional small problems which could be corrected with proof-reading (i.e. most expression problems are oversights, slips, typos etc.)
Writing needs some polishing beyond typos or proof-reading glitches: consistent grammar errors and syntax problems; basic meaning is still communicated clearly.
Writing and expression not meeting university-level standard here. Basic meaning is coming through, but too much work is required on part of reader to sift through grammar and expression problems.
Very poor written expression: I am only barely able to understand point being made here; all sections of essay marred by grammatical errors that make meaning difficult to understand.
Unacceptable university-level English: every sentence fundamentally flawed and basic content is not being communicated.
/3.333Rubric Total ScoreTotal/16.665
Overall Score
Overall Score
Level 629 points minimum
Level 524 points minimum
Level 419 points minimum
Level 314 points minimum
Level 29 points minimum
Level 10 points minimum
Rubric Name: Unit 1 Exam: Hinduism - Question B (X/16.666)
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaOutstanding3.333 pointsVery Good2.666 pointsAdequate2.333 pointsPoor1.888 pointsUnacceptable1.222 pointsExtremely Poor0 pointsCriterion ScoreFocus
Great retention of focus on the question; a disciplined response that stays on-track start to finish -- excellent!
Overall good treatment of the question; no major secondary issues distracting from the chief concern of the exam question -- good
Essay goes off track occasionally and does not always treat material directly relevant to question at hand -- please try to stay on-point.
Secondary issues dominate response such that the exam question is getting lost, and too much material is failing to serve purposes of question as posed.
Exam question has been lost sight of here and is not being answered: response is not delivering basic content required.
Question has not been answered in any way.
/3.333Content
Superb understanding of the content, excellent grasp on difficult concepts. Course material very well digested and articulated in a nuanced way.
Good grasp on the basic concepts, drawing on lectures and readings. Course content nicely handled here, with a few elements underdeveloped, but overall treating the question well with course lecture and reading content.
Essay is on-track overall, but missing key lecture and reading content. Main concepts in question are underdeveloped, largely on account of depending too exclusively on a too-limited selection of lecture and reading content.
The most natural course content which should inform the essay is missing here; essay is short-sighted and narrowly depends on only a very small set of lecture and reading content.
Very poor handling of course content. Essay only just barely reflects familiarity with assigned lectures and readings.
No evidence of basic course content here: posted lectures and readings are entirely absent.
/3.333Details
Superb use of relevant and appropriate vocabulary, names of figures, texts, and fine points of detail woven admirably into the essay.
Good use of relevant and appropriate vocabulary, names of figures, texts, with one or two details that might have naturally found their way into the essay, but overall nicely supported.
The basic minimum of terminology, vocabulary, and details required for responding to the question are here, but key names, terms and other details missing at key points.
The most relevant and appropriate texts, vocabulary historical periods, concepts and other details are missing here.
Very poor sense here of basic terms, concepts, and details of the course. Texts, historical periods, figures, schools etc.
No evidence of any familiarity with any actual terms, concepts, details of the course.
/3.333Readings
Excellent handling of the readings, very carefully managed with clear citations and references, and a judicious use of highly appropriate quotes which support the essay very nicely.
Good handling of the readings, with quotes that nicely support the essay. Basic reference format well observed; only one or two missed opportunities or good candidates for quotes from readings overlooked.
Readings are brought into the essay, but more and better selections are needed. Reading content invoked or referred to too seldom or too superficially, with key material which should naturally present itself in your discussion missing.
Material drawn from readings is far too thin and handled in a superficial manner; this may additionally be flawed by (a) actual misunderstanding of meaning and significance of reading quotes, (b) "blind" quotes where there appears to be no connection between preceding content and selected quote.
Far too little evidence of course readings here. Essay makes almost no connection to reading content of the course relevant for this questions.
No evidence of course readings here at all; essay completely ignores the basic reading content of the course relevant for this question.
/3.333Expression
Excellent writing and expression that meet or exceed a high standard of university-level English. A pleasure to read!
Well-written and presented, but with occasional small problems which could be corrected with proof-reading (i.e. most expression problems are oversights, slips, typos etc.)
Writing needs some polishing beyond typos or proof-reading glitches: consistent grammar errors and syntax problems; basic meaning is still communicated clearly.
Writing and expression not meeting university-level standard here. Basic meaning is coming through, but too much work is required on part of reader to sift through grammar and expression problems.
Very poor written expression: I am only barely able to understand point being made here; all sections of essay marred by grammatical errors that make meaning difficult to understand.
Unacceptable university-level English: every sentence fundamentally flawed and basic content is not being communicated.
/3.333Rubric Total ScoreTotal/16.665
Overall Score
Overall Score
Level 629 points minimum
Level 524 points minimum
Level 419 points minimum
Level 314 points minimum
Level 29 points minimum
Level 10 points minimum
Rubric Name: Unit 1 Exam: Hinduism - Question C (X/16.666)
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaOutstanding3.333 pointsVery Good2.666 pointsAdequate2.333 pointsPoor1.888 pointsUnacceptable1.222 pointsExtremely Poor0 pointsCriterion ScoreFocus
Great retention of focus on the question; a disciplined response that stays on-track start to finish -- excellent!
Overall good treatment of the question; no major secondary issues distracting from the chief concern of the exam question -- good
Essay goes off track occasionally and does not always treat material directly relevant to question at hand -- please try to stay on-point.
Secondary issues dominate response such that the exam question is getting lost, and too much material is failing to serve purposes of question as posed.
Exam question has been lost sight of here and is not being answered: response is not delivering basic content required.
Question has not been answered in any way.
/3.333Content
Superb understanding of the content, excellent grasp on difficult concepts. Course material very well digested and articulated in a nuanced way.
Good grasp on the basic concepts, drawing on lectures and readings. Course content nicely handled here, with a few elements underdeveloped, but overall treating the question well with course lecture and reading content.
Essay is on-track overall, but missing key lecture and reading content. Main concepts in question are underdeveloped, largely on account of depending too exclusively on a too-limited selection of lecture and reading content.
The most natural course content which should inform the essay is missing here; essay is short-sighted and narrowly depends on only a very small set of lecture and reading content.
Very poor handling of course content. Essay only just barely reflects familiarity with assigned lectures and readings.
No evidence of basic course content here: posted lectures and readings are entirely absent.
/3.333Details
Superb use of relevant and appropriate vocabulary, names of figures, texts, and fine points of detail woven admirably into the essay.
Good use of relevant and appropriate vocabulary, names of figures, texts, with one or two details that might have naturally found their way into the essay, but overall nicely supported.
The basic minimum of terminology, vocabulary, and details required for responding to the question are here, but key names, terms and other details missing at key points.
The most relevant and appropriate texts, vocabulary historical periods, concepts and other details are missing here.
Very poor sense here of basic terms, concepts, and details of the course. Texts, historical periods, figures, schools etc.
No evidence of any familiarity with any actual terms, concepts, details of the course.
/3.333Readings
Excellent handling of the readings, very carefully managed with clear citations and references, and a judicious use of highly appropriate quotes which support the essay very nicely.
Good handling of the readings, with quotes that nicely support the essay. Basic reference format well observed; only one or two missed opportunities or good candidates for quotes from readings overlooked.
Readings are brought into the essay, but more and better selections are needed. Reading content invoked or referred to too seldom or too superficially, with key material which should naturally present itself in your discussion missing.
Material drawn from readings is far too thin and handled in a superficial manner; this may additionally be flawed by (a) actual misunderstanding of meaning and significance of reading quotes, (b) "blind" quotes where there appears to be no connection between preceding content and selected quote.
Far too little evidence of course readings here. Essay makes almost no connection to reading content of the course relevant for this questions.
No evidence of course readings here at all; essay completely ignores the basic reading content of the course relevant for this question.
/3.333Expression
Excellent writing and expression that meet or exceed a high standard of university-level English. A pleasure to read!
Well-written and presented, but with occasional small problems which could be corrected with proof-reading (i.e. most expression problems are oversights, slips, typos etc.)
Writing needs some polishing beyond typos or proof-reading glitches: consistent grammar errors and syntax problems; basic meaning is still communicated clearly.
Writing and expression not meeting university-level standard here. Basic meaning is coming through, but too much work is required on part of reader to sift through grammar and expression problems.
Very poor written expression: I am only barely able to understand point being made here; all sections of essay marred by grammatical errors that make meaning difficult to understand.
Unacceptable university-level English: every sentence fundamentally flawed and basic content is not being communicated.
/3.333Rubric Total ScoreTotal/16.665
Overall Score
Overall Score
Level 629 points minimum
Level 524 points minimum
Level 419 points minimum
Level 314 points minimum
Level 29 points minimum
Level 10 points minimum