Name:__________________________________

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DUE DATE: Friday, March 3, 2017

Mythology and Homer’s “Odyssey”Gods, Goddesses, Creatures, Mortals…Mythology!

Welcome to the exciting world of ancient mythology! Throughout this journey, you will improve you research skills by sifting through information from online sources and library sources, taking

notes electronically, writing an annotated bibliography, and constructing a well-developed research paper.

Your Task : Defend the significance of a particular figure in the pantheon of Greek mythology by including biographical information and citing at least one mythological story in which that figure

plays a role demonstrating its importance.

Your research on the God, Goddess, Creature, or Mortal may include:

Physical Characteristics Character Traits Powers or Talents Origin

o Where did he/she/ it come from?o Is there a creation myth associated with the god/goddess/ creature/ mortal

Residenceo Where does this god/ goddess/ creature/ mortal live?

Mythso What story, tale or myth is most famously associated with this god/ goddess /

creature / mortal? Symbol

o With what symbol is this god / goddess /creature / mortal most closely associated? Or, if you had to connect this god/ goddess / creature / mortal to a symbol, which would it be and why?

Roleo In Homer’s Odyssey

Significanceo In Greek Mythology

Step 1: Choose your figure from the list below. Achille Athena Calypso and the Nymphs Circe Hades Helen of Troy Heracles Hermes The Muses Polyphemus the Cyclops Poseidon Scylla and Charbydis The Sirens Tiresias Zeus Helios Aeolus

Step 2: Search online and the library for various sources. You must have at least SIX

sources. You must have at least TWO print sources.

Credible versus non-credible sources:Credible sources are ones the reader can trust. We trust that the author’s ideas are his

or her own and can be backed up with evidence. When writing a research paper, doing research, or reading for background information, writers should ALWAYS use a credible source. Citing non-credible sources can damages a writer’s relationship with his or her reader. Keep in mind that the definition of a credible source depends on the audience, the topic, and the discipline.

Credible: Journals by authors respected and well-known in their specific fileds. Websites from credible institutions like the May Clinic, Department of Justice, and

university or governmental institutions. Materials published in the last ten years Websites: The more information available, the more credible the website. There is a

specific author, the audience is clear, the purpose is informative not biased, and the information is regularly updated. Also look for websites ending in .edu and .gov.

Academic search engines Googlescholar.com – this search engine, available to anyone, also filters results so

you only get academic sources.

Library – print sources from your public library that you can’t get online are great sources.

Non-Credible: Blogs, Facebook Posts, or other self-authored sites Research articles without citations. Websites with information not from and author or governmental department Materials published over 15 years ago or have theories that are clearly out-of-date Websites: There is not much information available. If the purpose is not informative

but may have other motives, like to persuade, the site may not be credible. The website is not regularly updated or the author is unreliable.

The best sources are peer reviewed. This means that an article was written by an expert in the field, and reviewed for accuracy by other experts. You will find peer-reviewed articles in scholarly journals.

Consider where the information is coming from. Is it from a respected magazine or newspaper? Is it from a journal or reference book? Avoid blogs, personal websites, or work that has not been reviewed or edited.

Sources should not have an agenda or bias. Avoid sources trying to sell a product or promote a certain idea.

Questions to ask when determining whether or not something is a credible source:

Who is the author?o Is he or she known and respected in the specific field?o Citing a speech from Martin Luther King Jr. on Civil Rights is usually a

better choice than citing a speech from John Williams, who is an unknown author.

When was the material published?o Typically, dated publications, from the 1990s and older, may have dated

information, and more current information m ay be available. The exception for this is with primary sources, and primary versus secondary sources are discussed below. Biases can sometimes be marked. Look for over-generalized statements or authors writing for religious or political groups.

What is the purpose of this source?o When we find sources, we want to find clear and unbiased sources that

give the facts. We don’t want opinions that aim to alter and persuade people’s views.

How is this source proved?o Does the publication have references and evidence to prove its point? If

the publication just gives claims without support, it may not be the best source.

Is this website from an organization or author I can trust? o Websites from governmental agencies or institutions are most likely

better resources than a website anyone can post to, like Wikipedia.

WIKIPEDIA:May be used to find other sources (located at the

bottom of a Wikipedia page in the resource section), but in this class, you may NOT cite

WIKIPEDIA as a source.

Primary and Secondary Source:

What is a primary source?o A primary source is a document, speech, or other piece of evidence

that was created during the period of study. Examples of primary sourced include:

Autobiographies Letters Diaries Photographs Public Records Poetry News Film Footage Speeches

What is a secondary source?o A secondary source provides interpretation and analysis of primary

sources. Examples of secondary sources include: Textbooks Encyclopedias Databases Literary Analysis Critiques

Step 3: Create electronic Note Cards. You will be responsible for creating at least six annotated bibliography cards.

o Each bibliography card should have five accompanying note cards. All cards must be completed in a Word document. Bibliography card must include the following information:

o Copyright Information: Proper MLA citation

o Annotation: Write 2 – 3 full sentences describing the usefulness of the source. Imagine you were answering the question How was this

book/article/website useful to my research? After completing a bibliography card for the work you have chosen and

reading the material, you are ready to take notes on the note cards. Note Cards must include the following information:

o SAMPLE NOTE CARD:

Subject________________ Author_________

Page # ________________

“________________________________________________________________

_______________________________________________________” Quotation

Paraphrasing or Relevant notes or ideas you plan to use in your research paper.

REMEMBER:

1. Remember to put the author’s last name on each card.2. Record the page number of the material cited if it is not an Internet source.3. Make subject specific.4. Distinguish between a paraphrase and a direct quotation by using quotation

marks around exact wording from a source.

Step 4: The Annotated Bibliography

Using the copyright information and the annotations on the notecards, you will type out an annotated bibliography.

List your sources in alphabetical order After each citation, type the “annotation” that you included on your note card.

Model Annotated BibliographyMLA Heading:

Aeolus

Annotated Bibliography

“A Visual Odyssey.” Umich.edu. 28 Nov. 2007. http:www.umich.edu/…/Paintings.htm.

This webpage took me on a visual journey of Homer’s Odyssey through different paintings. It helped me to see what the stories from the Odyssey could look like and how this classic tale has been visually interpreted and presented throughout history. I found a visual to supplement my presentation.

Kravitz, David. Who’s Who in Greek and Roman Mythology: A Close Look. New York: Potter, 1975.

This book provided s short summary of Aeolus. It enabled me to gather preliminary information on my research topic before digging deeper into the subject.

All of your sources should be listed alphabetical on your work cited page. Please see the sample MLA document on the class website for a sample work cited page. Please reference Perdue Owl if need more information or sample citations / formatting information.

Step 5: The thesis statement, outline, the body paragraphs

Using the information you have gathered, write a formal research paper about the importance of your god or goddess in the pantheon of Greek mythology and / or that character’s significance to The Odyssey

Your paper should include:o An outlineo A well-defined thesis statement

o parenthetical citations that provide the author’s last name and, if applicable, a page number.

“Zeus was the king of the gods, and he played a crucial role in Homer’s epic (Smith 20).

You will have to submit this paper via email in a Word document and printed out prior to arriving at class.

Thesis Statement: A thesis statement is a guide to your paper. If tells the reader the subject matter, your argument and what to expect from the rest of the paper. Usually, the thesis statement will come somewhere in the first paragraph.

Think of your first thesis as a “working thesis,” or a statement that is likely to change. Often, once you get into the body of the paper, you may discover that your thesis needs to be changed a bit as your discover more information about your topic.

Writing a good thesis statement:When you are working on your thesis statement, keep these three tips in mind:

1. Make sure your thesis fits the scope of the paper. The scope means how long and how in-depth the research should be. If you only have two pages, you need to keep the thesis narrow enough to cover the argument adequately.

2. Don’t simply give a fact or make a statement that is obvious. For example, “An eating disorder is a serious disease” is a statement most would readily agree with. This is sometimes called a “so what?” thesis.

3. You don’t need to start your thesis with “I believe…” or “in my opinion…” You are the author of the paper, so this is obvious to the reader. Using these types of phrases weakens the power of your statement.

4. Below are sample thesis statements. The first four are problematic.a. I’m going to discuss why people get eating disorders.

i. This statement is an announcement, not a thesis statement. There is no opinion or argument, it’s very broad, and it seems the paper will be informational. Also, it’s not very catch; how many people will want to read on.

b. There are many reasons someone might develop an eating disorder.i. This is a “so what?” thesis. Your reader likely already knows this. There is

nothing new or compelling, it’s broad, and it lacks and argument.c. Some people might thing the media contribute to eating disorders.

i. This is better, but who are “some people?” and why do we care what they “might” think? This statement is starting to develop and argument, but since it is attributed to “some people,” it lacks any punch.

d. Media images are the reason girls develop eating disorders.i. This is clear and definitely has an argument. So what is wrong? It is a

statement that can’t be supported by research. You would be hard

pressed to find any academic source that would make the claim that images in the media are the only reason girls develop eating disorders.

e. Although researchers believe that the cause for eating disorders is complicated, media images are one of the main reasons girls develop these disorders.

i. This thesis statement show that you have done your research, and have come to a reasonable argument about the cause of eating disorders. The reader knows what to expect from the rest of the essay – that you will show why you think this is so, even though there is opposition to the argument.

5. Remember a thesis statement should be done after much of your research has been completed. Once you have completed much of your research, you narrow your general topic to a specific thesis stamen. Remember, a thesis statement is an original statement that you believe you can prove. It CANNOT be a fact.

a. Helpful steps to developing a thesis.i. Make sure that all notes have specific subjects.ii. Separate your note cards into subjects. This can be done easily if the

SUBJECT on the note card is specific. You might have subjects such as “Symbolic Setting”, “Use of Irony”, “Character Traits”, ect. These subjects are potential main points that would support your thesis statement.

iii. Put your bibliography cards in a separate pile.iv. Is there a particular idea that you can develop and prove? For example,

do you notice that you have an abundance of material on “Character Traits” and very little on “Use of Irony”? Perhaps your paper, then, will be a character study that will prove the wisdom of the character and how it was applied in the Odyssey.

v. Do you see areas that need more research? Perhaps you do not have enough material for the research paper. You should then go back to the library for more information to support your thesis.

The Outline: The next step is to organize your paper. At this point, you should develop and outline.

Your note cards should already be arranged in piles according to the subjects. Now arrange the note cards in the order in which you intend to use them. The first item in your outline is your thesis statement.

The subjects could become a main point in your outline. Under each point, summarize the note cards related to that topic. Keep the note cards in the same order in which they appear in your outline. You may also include your own ideas in the outline.

Develop the outline:1. Introduction

a. Thesis Statementi. Main points

1. First Point2. Second Point3. Third Point4. Additional Point for Each Additional Paragraph

2. Body Paragraph 1 a. Main point or Topic Sentence (First Point from Introduction)b. Textual Evidencec. Support details / Analysis

3. Body Paragraph 2 a. Main point or Topic Sentence (Second Point from Introduction)b. Textual Evidencec. Support details / Analysis

4. Body Paragraph 3 a. Main point or Topic Sentence (Third Point from Introduction)b. Textual Evidencec. Support details / Analysis

******You must have a minimum of three body paragraphs********5. Conclusion

a. Restate your thesis statement in a CREATIVE way – NOT word-for-wordb. Summarize the main points of the paper.

*****Your paper must be a minimum of five pages and not more than six*****

Body Paragraphs: You have your topic, you have your research, and you have a good working thesis statement. Now how do you put it all together? If you learn the basic building block of the body paragraphs of research papers, your job will be a lot easier. Your introduction and conclusion will probably be structured a little differently, and not every paragraph will follow this format, but it is a good place to start. This method also helps you to get the right balance of your own words and research in the paper, which should be about half and half.

As a general rule, each body paragraph will follow the following structure:

1. Your own words (topic sentence with your opinion)2. Research (direct quote or paraphrase to back up your opinion with proper MLA

citation)3. Your own words (Analysis and summary, and a transition to the next topic.)

a. It is important to include smooth transitions from one paragraph to the next. Sometimes this can be accomplished in the concluding sentence of the paragraph, or in the topic sentence, but be sure you think about the transition so your paper doesn’t seem to jump from topic to topic.

Paragraph Unity:

Unity: means that everyone is getting along; everyone agrees. Everyone is “on the same page.”

Paragraph Unity: means the same thing. All the sentences in your paragraph support the main idea you put forward in your topic sentence. If your topic sentence states that “Sher lock Holmes is a fantastic character because he is aloof, charming, and always outsmarts the bad guys,” then tell about how much I like Harry Potter would be out of place. It would violate the unity of the paragraph.

A unified paragraph looks like this:

Every example and every detail clearly back up the idea that Holmes is a fascinating character. Saying how interesting Harry Potter, or Batman, are as characters would stick out. Similarly, saying how Sherlock Holmes is a lot tamer than modern detectives also sticks out. It doesn’t speak to the main message of your paragraph. That doesn’t mean you must avoid all complexity. If you do choose to make a qualifying statement, be sure to remind your reader of the truth of your original statement (made in your topic sentence). Paragraph unity simply boils down to this: STAY ON TOPIC!

Every example and every detail clearly back up the idea that Holmes is a fascinating character. Saying how interesting Harry Potter, or Batman, are as characters would stick out. Similarly, saying how Sherlock Holmes is a lot tamer than modern detectives also sticks out. It doesn’t speak to the main message of your paragraph. That doesn’t mean you must avoid all complexity. If you do choose to make a qualifying statement, be sure to remind your reader of the truth of your original statement (made in your topic sentence). Paragraph unity simply boils down to this: STAY ON TOPIC!

I. Topic sentence: Sherlock Holmes is a fascinating character because he is aloof, charming, and always outsmarts the bad guys.

a. Supporting Example 1: Part of Sherlock’s appeal is his aloof “cool” attitude.i. Detail 1: He always seems in control of the situation and 5 moves ahead of

everyone else.ii. Detail 2: He seems to look down on most people, but at the same time cares to

help them out—a contradictory attitude that intrigues me.b. Supporting Example 2: Despite his aloofness, Sherlock is charming.

i. Detail 1: He is a skilled actor who can play the part of a beggar or a statesman—whatever is required to spring the trap.

ii. Detail 2: In modern adaptations, Sherlock is played by dashing actors who bring a big dose of self-assured charm and charisma to the role.

c. Supporting Example 3: Sherlock is so smart, you know he is going to figure out the mystery and catch the criminals.

i. Detail 1: Despite his genius, Sherlock never reveals in advance who the guilty person is—thus the stories are always suspenseful.

II. Concluding Sentence: Despite (or because of) his arrogance and aloofness, Sherlock is the perfect brainy, contradictory detective. Whether in Sir Arthur Conan Doyle’s original stories or

Introduction: The introduction is a critical part of your essay. The introduction is what grabs the reader’s attention (or not!) and makes them want to read what you have to say.

There are many ways to begin your paper, but the main consideration is to get the reader’s attention. Sometimes your thesis statement works well enough on its own, but often you will want to start with some other type of attention-grabber before you state your thesis. Below are three ways to consider starting your essay, and an example of each. You can also see how your thesis statement might be adjusted to make the first paragraph flow smoothly.

Thesis: Although researchers believe that the cause for eating disorders is complicated, media images are one of the main reasons girls develop these disorders.

1. Anecdote:a. An anecdote is a short narrative, or story, that illustrates your point. This can be

effective because the reader will want to know what happens next.i. Example: (STORY / ANECDOTE) My sister wanted to be a high-fashion

model like the girls in the ads she ripped out of magazines and tacked to her wall. She was tall and beautiful, but she never felt she was thin enough. One day, after passing out in school, she was diagnosed with an eating disorder. (THESIS) Although researcher believe that the cause for eating disorders in complicated, media images are one of the main reasons girls, (STORY / ANECDOTE) like my sister, develop these disorders.

2. Interesting Information:a. A startling statistic or other tidbit of information that will shock or surprise your

reader is a great attention-grabber.i. Example: (Attention-Grabber / Statistic) Almost half of the girls from fifth

to twelfth grade want to lose weight because of magazine pictures, but only five percent of American females have the body type shown in most advertising (ANAD). (Thesis) Although researchers believe that the cause for eating disorders is complicated, (change) given these statistics, it is easy to see that (Thesis) media images are one of the main reasons girls develop these disorders.

3. Overview:a. An overview engages readers by giving them a general idea of your topic, your

thesis and an idea of one or more of the main points in the essay. i. Example: (Overview) Eating disorders are serious diseases that lead to

death more often than any other mental illness. (Thesis) Although researchers believe that the cause for eating disorders is complicated, media images are one of the main reasons girls develop these disorders. (Overview) When young girls are continually exposed to an ultra-thin ideal, they may begin unhealthy eating habits and develop poor self-esteem that lead to eating disorders.

Conclusion: How do you end things? Sometimes students find the conclusion to be the hardest part of the essay. The worst thing you can do is just re-state the introduction and / or thesis statement. The best thing you can do is to make sure that your conclusion flows naturally from your introduction. In short, is should be connected, not copied. If your introduction started with a story, tell the reader how it ended. If you started with a startling statistic, refer to that information. If you used an overview, you might want to offer some sort of solution or thought-provoking idea.

Below are the previous introduction examples, along with conclusions that would work well with each.

Introduction:

My sister wanted to be a high-fashion model like the girls in the ads she ripped out of magazines and tacked to her wall. She was tall and beautiful, but she never felt she was thin enough. One day, after passing out in school, she was diagnosed with an eating disorder. Although researcher believe that the cause for eating disorders in complicated, media images are one of the main reasons girls, like my sister, develop these disorders.

Conclusion:

Fortunately, my sister received the help she needed and is recovering from her eating disorder. Many young girls, however, are headed on the path of developing an eating disorder until those that produce images in the media assume some responsibility for promoting an unachievable ideal.

Introduction:

Almost half of the girls from fifth to twelfth grade want to lose weight because of magazine pictures, but only five percent of American females have the body type shown in most advertising (ANAD). Although researchers believe that the cause for eating disorders is complicated, given these statistics, it is easy to see that media images are one of the main reasons girls develop these disorders.

Conclusion:

If preteen and teen girls were regularly exposed to media images of women with average or varied body types instead ultra-thin models, it is likely that not so many would develop eating disorders.

Introduction:

Eating disorders are serious diseases that lead to death more often than any other mental illness. Although researchers believe that the cause for eating disorders is complicated, media images are one of the main reasons girls develop these disorders. When young girls are continually exposed to an ultra-thin ideal, they may begin unhealthy eating habits and develop poor self-esteem that lead to eating disorders.

Conclusion:

Since eating disorders are potentially deadly for young women, the media must take some responsibility for their part in promoting these diseases by showing unrealistic images of an ideal body type. Consumers could be part of the solution by boycotting products that use these media images to sell their products. Until our society takes a stand against this unhealthy standard, young women will continue to be at risk.

Please see the research paper rubric on the next page.

Mythology Research Paper RubricExemplary Goo

dSatisfactory Poor Missing

Score 10 9 8 7 6-0

Introduction

Thesis Statement provides a clear, focused argument:

What is the importance of your character in the overall pantheon of Greek mythology?

(10 Points)

Quality of Research:

Credible sources; focused notes; varied information.

(10 Points)

Annotated Bibliography Cards & Annotated Bibliography Page / Work Cited Page:

Title, A-B-C order, correct citation format; annotations.

See sample in research paper instructions.

(10 Points)

Note Cards:

Thirty note cards total(five per source)

See sample note cards in research paper instructions.

(10 Points)

Outline:

See sample note cards in research paper instructions.

(10 Points)

Organization:

Clear introduction, body and conclusion; focus on important information.

(10 Points)

Paper Includes Parenthetical Citations From Multiple Sources.

Citations Follow MLA Formatting.

(20 Points)

Conclusion:

Restate your thesis / final thoughts about the topic in an insightful non-repetitive

way.

(10 Points)

MUGS

Mechanics, Usage, Grammar, Spelling

(10 Points)

TOTAL SCORE