Essay on Racism and Racial Violence in Shakespeare’s Titus Andronicus

Essay on Racism and Racial Violence in Shakespeare’s Titus Andronicus

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Instructions

Essay on Racism and Racial Violence in Shakespeare’s Titus Andronicus

Paper details: Final Essay (35%): ANALYTICAL ESSAY (not research paper) Submission guidelines: – Assignments must be in MLA formatting (size 12 font, double spaced, … etc.) and use MLA citation (You must have in-text citations.

Also, you must quote the version of the plays posted on MyCourses and include them in your Works Cited.)

Titus Andronicuse Norton, 2008) – Assignments must be submitted as a .docx file

– Assignments will be submitted digitally (no paper copy!) via MyCourses as a .docx file

– The assignment must be 5 pages in length exactly! (not including Works Cited page*)

Assignment Description: – You must write EXACTLY a 5-page ANALYTICAL ESSAY on: o Titus Andronicus (editor: Stephen Greenblatt, publishing: Norton, 2008) YOU MUST CITE QUOTATIONS FROM THIS VERSION

Please make sure that this is written as an ANALYTICAL ESSAY – Your essay must focus on: o The theme: effects of racism, racialization and racial violence on society (but you need to come up with your own thesis that discusses what kind of racism is featured and how this racism is shown through the character’s actions, speech, behavior, relations.

o It must be an original analysis of the work i.e. the thesis must be thought-provoking and an analysis of the sub-textual points of racism and racialization, that doesn’t sound like a scientific analysis of racism or racial violence in Shakespeare

o It must be written without using first person like I think or I feel (also no I this or I that in the thesis)

o YOU NEED TO HAVE READ THE WHOLE TEXT of Titus Andronicus, but particularly, you must focus on Act 1, Act 2: scene 1, 2, 4 Act 3 scene 1, Act 4 Scene 1, Act 5 scene 1, Act 5 scene 3, IMPORTANT THINGS TO DISCUSS!

You must explain how the racial tension relationship between the goths and the romans is demonstrated through the interactions between Tamora (the queen of the goths) and Titus (Titus is a racist roman military general who kills Tamora’s son, Alarbus )

You must explain the significance of Aaron’s rise to power after Tamora marries Saturninus and becomes the queen of rome (Aaron goes from being a slave to having a high degree of freedom as the secret lover to Tamora and confidant)

Aaron also speaks highly of his blackness as seen in act 2.

Make sure to discuss his role in taking down the romans, Titus Andronicus, and serving as the anti-hero.

Discuss this a little in relation to black people’s status in roman society (without consulting history books or being overly analytical)

You must discuss how this is a revenge tragedy, titus andronicus’ sons get killed in war with the goths, so he goes to kill Tamora’s son, then Tamora tortures lavinia and continues to get revenge (this would fit into the racial violence aspect with respect to a revenge tragedy)

You can also mention how shakespear demonstrates these things in his writing.

How will the racial divide at the end of the play affect the status of Rome.

What opportunities will Aaron’s child have as a black person in comparison to young Lucus?

You must dive deep into the subtleties of the text and analyse i.e. the symbolism of the fly paralleling Aaron’s fate.

discuss how Aaron is the instigator of everything but despite wielding this power he has no authority as a black man.

You can discuss whether or not Aaron like to harm other out of racial revenge (he is potentially more poorly treated than the barbarian goths are by the romans) or if he is just simply evil.

You can talk about how Lucius wanted to kill Aaron’s child. (but only mention if this is coherent to the thesis)

You must refer to at least 3 of the peer edited sources I send in some way (excluding the book) in the text in in-text citations.

But NOT TO THE EXTEND OF a HISTORICAL Analysis of racism Thesis instructions: Come up with a though provoking thesis that includes both the aspects of Aaron’s blackness and how certain racial groups remain in the background of shakespeare’s titus andronicus, and also mention how there is implied violence in the way characters refer to each other (Aaron is often put down, underestimated,) (the goths are referred to as barbarians even though they care about their families, i.e.

Aaron saves his baby from death, Tamora pleads for her son’s life, family honor Resources Allowed: – The footnotes and glosses of the text (only those posted on MyCourses).

Remember to cite the editor as the author of the footnotes for whichever text you write your essay on.

– The Oxford English Dictionary (cite the digital version appropriately in MLA)

– Class notes (no need to cite, as long as it’s all written in your own words)

– Peer reviewed sources Use the Following sources:

1. Shakespeare Titus Andronicus (editor: Stephen Greenblatt, publishing: Norton, 2008)
2. Deroux, Margaux. “The Blackness Within: Early Modern Color-Concept, Physiology and Aaron the Moor in Shakespeare’s ‘Titus Andronicus.’” Mediterranean Studies, vol. 19, 2010, pp. 86–101. JSTOR, http://www.jstor.org/stable/41167029. Accessed 28 Nov. 2022.
3. Sale, Carolyn. “Black Aeneas: Race, English Literary History, and the ‘Barbarous’ Poetics of Titus Andronicus.”

Shakespeare Quarterly, vol. 62, no. 1, 2011, pp. 25–52. JSTOR, http://www.jstor.org/stable/23025616. Accessed 28 Nov. 2022

4.Braxton, Phyllis N. “THE HUE AND CRIME OF SHAKESPARE’S AARON.” CLA Journal, vol. 43, no. 2, 1999, pp. 207–28. JSTOR, http://www.jstor.org/stable/44323289. Accessed 28 Nov. 2022.

5. Royster, Francesca T. “White-Limed Walls: Whiteness and Gothic Extremism in Shakespeare’s Titus Andronicus.” Shakespeare Quarterly, vol. 51, no. 4, 2000, pp. 432–55. JSTOR, https://doi.org/10.2307/2902338. Accessed 28 Nov. 2022.
6. GODDEN, M. R. “The Anglo-Saxons and the Goths: Rewriting the Sack of Rome.” Anglo-Saxon England, vol. 31, 2002, pp. 47–68. JSTOR, http://www.jstor.org/stable/44510557. Accessed 28 Nov. 2022.

Essay Recommendations: – Your essay does not have to follow the essay structure outlined in class exactly, but any strong essay should include: o An introduction that presents the text, the author, the basic plot points of the story that you will refer to later in the essay, and a nuanced description of the problem or theme on which your essay will focus

o A strong, clear, and arguable thesis statement (located in the introduction, repeated in the conclusion, and proved throughout each body paragraph)

o Paragraphs with clear topic sentences that introduce main ideas

o Close analysis of the text (setting up the quote, quoting the evidence, making a claim about the quote, and explaining the relevance to your thesis statement / topic)

o Paragraphs with concluding sentences that remind us how the paragraph proved your thesis statement

o Smooth transitions between paragraphs – Your grade will be determined using the following criteria (Note that not all papers fit cleanly into one category, since they may share faults and strengths of different groups): o A-range papers: THE IDEAL RANGE § have a strong, arguable thesis that is convincingly argued throughout the essay § contain compelling, original analysis that dives deep into the subtleties of the language in the text § are written without grammatical or spelling errors, in formal, elegant style

o B-range papers: § Have a good thesis statement that is argued throughout the essay

• The analysis is clearly trying to prove the thesis statement, and is convincing
• Written without many grammar and spelling errors, although there are some elements of writing and quotation style that could use work

o C-range papers: § Do not really have a thesis statement, and instead describe the story, its characters, or the problems the story is exploring (i.e. the theme)

• The analysis is very surface-level, and often refers to general passages or actions, OR quotes without deeply analyzing the quotation
• Contains several grammar and spelling mistakes, and is written with confusing, awkward style

o D- and F papers: § Do not have a thesis, or a grasp of the text’s themes

• There is no analysis, and instead the essay merely summarizes the story
• The essay is riddled with errors, and makes no clear attempt at following a logical train of thought English Department Grading Scale (for all assignments) Grades Grade Points Numerical Scale of Grades A 4.0 85 – 100% A- 3.7 80 – 84% B+ 3.3 75 – 79% B 3.0 70 – 74% B- 2.7 65 – 69% C+ 2.3 60 – 64% C 2.0 55 – 59% D 1.0 lry50 – 54% F (Fail) 0 0 – 49%

 

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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