Instructions: Choose TWO of the following topics and write an essay on each one. Each essay should be approximately 1000-1200 words. For each essay be sure to include an introductory paragraph with thesis statement (the kernels of the thesis statements are given in the topics below), a concluding paragraph, and a Bibliography. As part of your answer, identify (and, if possible, use) relevant primary sources, and make connections between myth and culture; these are tasks which should be familiar from the Assignments. There is no need for you to do research outside of the course textbook (and course notes); cite whichever sources you use (using footnotes and/or parenthetical notes), being sure that every citation corresponds to the relevant bibliographical entry. Please use Chicago Style for your citations.

This assignment calls for two essays to be submitted as a single file, the following are the instructions for formatting the two papers into one file.

You can approach this in one of two ways: each is equally good.

(1) You could make your submission one large ‘assignment’, including two papers, in which case you’d have just one title page (mentioning the titles of both papers), just one Bibliography (including works used in both papers–these may well be the same), and continuous enumeration of footnotes (the second paper would not begin with note “1”, but with the number coming after the last note of the first paper).  Alternatively,

(2) you could make your submission two assignments, submitted in a single file: then you’d have two title pages, two bibliographies, and a new set of footnotes (beginning with note 1) in the second paper.

Grading Rubric: Each essay will be marked as to Information/Argumentation (including quantity and accuracy of myths cited; 10 marks), Evidence/Citation (10 marks), Critical Analysis (cultural/interpretive insight displayed; 5 marks), and Composition (5 marks).

Possible Topics (Choose two topics and write two separate essays)

A. “A familiar motif in Greek myths is dragon combat.” Defend this thesis by reference to specific examples. Is it possible to generalize regarding the meaning of the danger that the mythic dragon represents in Greek culture? If so, what do the mythic dragons represent?

B. “The plots of many Greek and Roman myths depict struggles for the throne.” Defend this thesis by reference to specific examples. What political lessons are being conveyed to the hearers through such myths?

C. “In Greek and Roman myths, a number of heroes begin by loving one woman, but end up acting outrageously (from any reasonable perspective today, at least) towards that same woman.” Defend this thesis by reference to specific examples. What do such stories tell us about Greek and Roman perspectives on the sexes? (Important note: the gods are not “heroes”! See e.g. Powell [9th ed.], 8, 323, 332.)

D. “In Greek and Roman myths, the hero must sometimes rely on the help of a trusted, male companion.” Defend this thesis by reference to specific examples. What do such stories tell us about Greek and Roman perspectives on (male) friendship? (Important note: the gods are not “heroes”! See e.g. Powell [9th ed.], 8, 323, 332.)

E. “The law of xenia (Lat., hospitium), which governs the proper relationship between a host and his guest-friend, shows up repeatedly in the Greek and Roman myths.” Defend this thesis by reference to specific examples. What do such stories tell us about Greek and Roman perspectives on the virtue of hospitality?

Instructor Tips, Questions, and Answers

A common error was that students used a lot of their space to summarize plots. Don’t waste your space thus. Instead of summarizing the plot, proceed directly to defending your thesis statement (argumentation), in the body of your paper. Structure your paper not as a story, but as an argument.

Question: I have a question regarding the final exam.  Several weeks ago, you posted an announcement explaining the final exam, and included a note that we should be including references to Roman myths in each essay.  I understand how that can easily be done for topics B, C, D, and E as the prompts include questions pertaining to both Greek and Roman myths.  Topic A, however, only asks about dragons in Greek mythology.  Would it then be okay if I choose to answer topic A, that I only refer to Greek myths in that case?

Answer:  Yes, the different wording of the question is purposeful.  The Romans don’t have much to say about dragons, so you only must refer to Greek myths in that one case (topic “A”).

Question: Within the topics we can choose, each has an “interpretation component”; for example, topic A asks, “what do mythic dragons represent,” and topic C asks, “What do such stories tell us about Greek and Roman perspectives on the sexes?” I was wondering if we are to answer these questions by solely relating them to the historical facts given in our textbook or if we are to answer the questions by talking about our own interpretations, or a mix of both? or possibly just by speaking about an interpretation of what, for example, dragons represent in myth that may already be stated in the textbook? 

Answer: There will be a range of approaches, in part based on each student’s skill and experience as an academic writer.  E.g.:  Some students may confine their interpretive comments to quoting something from the textbook.  Others may begin with a quotation, but then elaborate the point with their own thoughts.  Still others may acknowledge the textbook’s answer, but then offer some further insights of their own.

If the textbook (assigned reading) has an answer, I would recommend at least alluding to (and citing) that, so that it is clear you are aware of it.  On the other hand, you should not feel confined by what the textbook says: if you have your own spin on, your own expansion of, or even a critique of, the textbook’s answer, you should plan to include that as well.