PLEASE WRITE For 10th Grade English. Assignment: Character Growth in The Odyssey

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Jan 8, 2023

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PLEASE WRITE For 10th Grade English.
Assignment: Character Growth in The Odyssey
Follow the assignment instructions and review the rubric:
BACKGROUND: After devising the trick of using the wooden horse to win the Trojan War, Ulysses (Odysseus) believes he is as good as the gods. Who needs them? Clearly, he suffers from hubris.
Before landing on Calypso’s island, Ulysses (Odysseus) exhibits the behaviors of an alazon, one who acts better than he really is — and he’s destined not only for punishment from the gods, but he brings about his own suffering and the deaths of all his crew. As one who champions the “me” culture, Ulysses (Odysseus) fails at the “we” community-building. It takes him 20 years of sailing and suffering in what should have been a few weeks.
After all of his men die, and he suffers alone on Calypso’s island for many years, Ulysses (Odysseus) contemplates the mistakes he’s made. Near the end of The Odyssey, he allows Minerva (Athena) to transform him into a beggar before returning to Ithaca. A younger Odysseus would never have permitted himself to be transformed into an old, weak beggar. As such, back home in Ithaca, he is immediately abused by suitors. Yet, he uses lessons learned to exercise syphrosine (restraint): he perseveres and plans his revenge.
ESSENTIAL QUESTIONS: In what major ways has the older Odysseus changed and learned from the mistakes he made as a younger man? Citing many episodes and using many quotes from Ulysses (Odysseus), Homer’s narration, the advice of both immortals and mortals, write an analysis essay of how Ulysses (Odysseus) has changed from an alazon, one who acts better than he really is, into an eiron, one who is better than he claims or appears to be. How and why does he grow and change? What has he learned in the process? What advice might he give Telemachus as he grows into the future king?
Use these comparisons in literature for reference or research (as needed):
Classic Alazons Classic Eirons
Satan (the devil) Jesus
Don Quixote Sancho Panza
Dr. Frankenstein the monster
Voldemort Harry Potter
Darth Vader Luke Skywalker
Mrs. Sarah Reed Jane Eyre
Warner Elle Woods
Scar Simba
Ulysses (Odysseus) Telemachus / Ulysses (Odysseus)?
Submitting your work:
Click on the “Add Submission” button to upload a document. PDF is the required file format (choose ‘export as PDF’ or ‘save as’ from the file menu and change the file format to PDF; from a Google doc. Download as a PDF from the File menu). We cannot open other file formats, e.g., .pages, .heic. Alternatively, you can use the text box on the submission page; you have the ability to create tables, add images, etc., using the formatting tools; click the first button on the menu bar to access them. We do not accept handwritten documents.
Remember to cite any quotes used in your work; they need to be correctly attributed to their original author through quotation marks and citations to avoid issues of plagiarism, which will harm your grade. Review the ‘submitting your assignment’ document we provided at the beginning of the course for more details about citing your sources and other valuable tips, including how to share a file or video.
Important: Grading for each assignment takes at least 3 school days and longer at the end of a semester.
Note: We rely on your assignment submissions to demonstrate that you have understood the lessons’ concepts. All assignments are required. Any incomplete assignment will be returned to you for you to finish.
*****************RUBRIC BELOW**************
Audience and Purpose
Occasionally Exceeds the Standards: Appropriate purpose and audience clearly reflected or identified in author’s choices about character growth and change.
Meets the Standards: Appropriate purpose and audience occasionally reflected or identified in author’s choices about character growth and change.
Below the Standards: Either audience is not appropriate or statement of purpose is not identified in the writing about growth and change.
Maximum score30
Impact / Idea development
Occasionally Exceeds the Standards: Lesson learned and identity changes are clearly identified and addressed throughout the writing.
Meets the Standards: Lesson learned and identity changes are occasionally identified and addressed throughout the writing.
Below the Standards: Lesson learned and identity changes are either not identified or not clearly addressed throughout the writing.
Maximum score20
Voice and Academic Source Attribution
Occasionally Exceeds the Standards:An appropriate voice is clear and maintained; proper purpose of character growth/change analysis is maintained throughout. Author is given direct and ample credit.
Meets the Standards: Appropriate voice is occasionally maintained and proper purpose of analysis of character growth/ change is somewhat maintained throughout. Little credit given.
Below the Standards: A voice is not maintained; a proper purpose of analysis character growth/change is not maintained throughout. Very little or no authorial credit cited.
Maximum score20
Supporting Examples
Occasionally Exceeds the Standards: Lesson learned and identity changes (examples and quotes) clearly and strongly support the statement of purpose.
Meets the Standards: Lesson learned and identity changes (examples and quotes) occasionally support the statement of purpose.
Below the Standards: Lesson learned and identity changes (examples and quotes) do not support the statement of purpose.
Maximum score10
Organization of ideas
Occasionally Exceeds the Standards: Writing has a clear logical structure and well-developed beginning, middle, and end–connecting the statement of purpose to each body section. Either order of importance or chronological order is used.
Meets the Standards: Writing has a somewhat logical structure or a somewhat developed beginning, middle, and end–occasionally connecting the statement of purpose to a body section. Order is undetermined.
Below the Standards: Writing has no clear logical structure or not enough development, in the beginning, middle, and end. It does not connect the statement of purpose to each body section.
Maximum score10
Language: diction and sentence variety
Occasionally Exceeds the Standards: Careful diction is used throughout; a variety of sentence types is used to engage the reader throughout.
Meets the Standards: Diction is inconsistent throughout. Sentence complexity is occasionally used to engage the reader.
Below the Standards: Improper diction is used, or without care. Sentence complexity is not varied.
Maximum score10

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