Resolution List
Title
Resolution List
Creator
Kisha G. Tracy, Fitchburg State University
Instructions
Throughout Unit 1, we have discussed the significance of cultural heritage, including literature. We have seen the lengths to which individuals or groups will go to destroy cultural heritage and we have seen what people are willing to do to protect it. We have discussed the reasons why cultural heritage gets targeted for destruction, and we have looked at active efforts to prevent its destruction, in wartime and in peace.
Hopefully, at this point, you have formed some ideas about the importance of cultural heritage, particularly literature. It is time then to articulate these ideas. Considering everything we have discussed as well as your own thoughts on the subject, you will now create your Resolution List. For this List, you will define a minimum of 8 personal resolutions concerning how you will engage with cultural heritage in the future (in this course and beyond). These can be thought and/or action resolutions. Thought resolutions are those intentions for your future habits of mind. Action resolutions are those intentions to complete some form of action, i.e. to DO something.
At least 5 of your resolutions must relate to primary texts of early world literature. For each of your resolutions, provide a significant explanation and reasoning. Over the course of the 8 resolutions (in other words, each resolution does not need a quotation), you should use quotations (cited in MLA style) from at least 3 of our readings in this unit. Thus, you should provide aWorks Cited (in MLA style) at the end of your Resolution.
Hopefully, at this point, you have formed some ideas about the importance of cultural heritage, particularly literature. It is time then to articulate these ideas. Considering everything we have discussed as well as your own thoughts on the subject, you will now create your Resolution List. For this List, you will define a minimum of 8 personal resolutions concerning how you will engage with cultural heritage in the future (in this course and beyond). These can be thought and/or action resolutions. Thought resolutions are those intentions for your future habits of mind. Action resolutions are those intentions to complete some form of action, i.e. to DO something.
At least 5 of your resolutions must relate to primary texts of early world literature. For each of your resolutions, provide a significant explanation and reasoning. Over the course of the 8 resolutions (in other words, each resolution does not need a quotation), you should use quotations (cited in MLA style) from at least 3 of our readings in this unit. Thus, you should provide aWorks Cited (in MLA style) at the end of your Resolution.
Outcomes
Assignment Outcome
Relevant Course Outcomes
- Students will be able to apply readings from Unit 1 to their own personal thought or action resolutions for the future.
- Students will be able to revise their work later in the semester based upon further readings.
Relevant Course Outcomes
- Students will be able to recognize and articulate the value of studying early world literature.
- Student will be able to identify and analyze the textual, historical, and cultural contexts of works of literature.
- Students will be able to develop insights effectively through written communication.
Suggested Rubric
| Criteria | A | B | C | D |
| Number of Resolutions (5 points) |
Minimum of 8 resolutions; minimum of 5 related to early world literature | Minimum of 7 resolutions; minimum of 4 related to early world literature | Minimum of 6 resolutions; minimum of 3 related to early world literature | Minimum of 5 resolutions; minimum of 2 related to early world literature |
| Explanation and Reasoning (60 points) |
Provides careful and in-depth explanation and reasoning for resolutions, including appropriately-selected evidence to develop main and supporting points | Provides solid explanation and reasoning for resolutions, including appropriately-selected evidence to develop main and/or supporting points | Provides basic explanation and reasoning for resolutions, including potentially irrelevant choices for evidence to develop main and/or supporting points | Provides little or faulty explanation and reasoning, including a lack of evidence to develop main and supporting points |
| Resolution (20 points) |
Demonstrates careful and in-depth thought concerning personal relationship to cultural heritage, particularly early world literature | Demonstrates solid thought concerning personal relationship to cultural heritage, particularly early world literature | Demonstrates basic thought concerning personal relationship to cultural heritage, particularly early world literature | Demonstrates little or haphazard thought concerning personal relationship to cultural heritage, particularly early world literature |
| MLA Citation (20 points) |
Employs correct and consistent MLA citation format in-text and in Works Cited; meets/exceeds secondary source requirement (3+) | Employs mostly correct and consistent MLA citation format in-text and in Works Cited; meets secondary source requirement (3) |
Employs recognizable MLA citation format in-text and in Works Cited with errors and inconsistencies; does not meet secondary source requirement (2) | Employs unrecognizable MLA citation format in-text and in Works Cited with confusing errors and inconsistencies; does not meet secondary source requirement (1) |
| Mechanics (20 points) |
Utilizes the mechanics of writing and grammar both correctly and with effective, deliberate (potentially even elegant) purpose; adheres to course Writing Expectations | Utilizes the mechanics of writing and grammar correctly and deliberately, though may contain some errors; demonstrates solid understanding of course Writing Expectations | Tends not to use the mechanics of writing and grammar correctly and contains noticeable errors; demonstrates basic awareness of course Writing Expectations | Does not use the mechanics of writing and grammar correctly and deliberately and contains noticeable errors; demonstrates little awareness of course Writing Expectations |
Notes
Resolution List can be altered to fit the subject matter of course.
Collection
Citation
Kisha G. Tracy, Fitchburg State University, “Resolution List,” Teaching the Middle Ages in Higher Ed, accessed April 28, 2024, https://medievalhighered.omeka.net/items/show/3.