Historical Inaccuracy

Explanations and Rubric for the two essays on the Joseon Dynasty/ Deep Roots


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Choose two of the three prompts. Clearly label the prompt at the top of the essay. Submit both essays in one document with one bibliography. These are the prompts:
a. One drama episode analyzed very deeply to connect it to things we learned
b. One historical inaccuracy, what would be accurate, why you think that inaccuracy appears in the drama.
c. One theme in the drama or one aspect of life in pre-modern Korea (ex. Food, class, education) and go into details about everything you know on that topic.
do not substantially overlap what you write in your two essays (a little overlap is natural).
For example, if you are doing a deep reading of one episode, and are investigating the topic of food, it would be best to say “this episode also has two scenes where the characters are eating, but I will be addressing that in my other essay.”
extensively demonstrate your familiarity with class readings. Please note that 42 out of 100 points are based on your bibliography and citations. You’ve (theoretically) read at least two articles per week all semester. Use as many of them as possible. You’ve (theoretically) learned how to put correct in-text citations into your paragraphs, and how to make correct Chicago bibliographies. This is like giving you free points.
bring in outside readings such as the optional readings if you want, but it is not required. Only academic readings are worth citing in this assignment. Something like Wikipedia would not be appropriate. It may be a place to start your own investigation, but only journal articles and academic books/book chapters are needed for this assignment. If you need more readings on topic X, please check the optional readings, and then if you still need more, you can also ask me for help. There is no strict rule on how many of your sources are for each of the two essays.
clearly state the point of your essay in the introduction of the essay (in the introduction to both essays). Especially for option B (see above) you need an argument. Clearly state what is inaccurate. Then prove it by using lots of great references. (“I argue that —__ is unrealistic for early Joseon Korea, because X, Y, and Z.”) If you’re unsure about your argument, run it by members of your group and by me.
Total length: 2,400-3,000 words. Required length per essay: 800 words. (Therefore you may write two essays of 1,500 words, or one essay of 800 and one essay of 1,600, or one of 900 and one of 2,100à you get the idea, right?). Bibliography (and any headings, titles, etc.) is not counted in your words.






Bibliography. Absolute minimum of 10 academic sources for the two essays. Hwang book counts only once.

Perfect Chicago format (if you got this right in the discussions, just copy and paste!)

-1 for each error. If you have less than 10 academic entries, -2 for each absent (ex. -4 points if only 8 academic sources).





Sources have been used as in-text citations to support the points made in the paper. Points lost for stating things that need to be supported without any citation, & for summarizing the ideas of others, without citations, in such a way that it implies it is the student’s idea.

Sources have not been used in a way that overwhelms the students own voice and analysis (such as ending a paragraph with a quote that you use to speak for you).



The citations have been formatted correctly and integrated smoothly into the paper à ex. (Smith and Jones 2020, 75) or (Yang 2020: 75)



Romanization. A couple mistakes in names of characters or a couple words will be noted but ignored. If there are repeated Romanization errors, and the student has demonstrated a lack of concern for the importance of Romanization (perpetuating the same mistakes others have made), then these points will quickly disappear. An example of student concern for Romanization would be the use of [brackets] to include correct Romanization along with the Romanization used in something the student is quoting.

Of course students who are not Korean and do not know Korean will be given more leeway when they trust the Romanization in articles they read than Korean students who can easily Romanize correctly because they know the Korean original. [Students who can type in Korean are urged to use the Romanization converter]





Font is TNR or Calibri. Font size is 12 or 11



Margins are standard, except for block quotes which are indented



2,500-3,000 words of text and footnotes (not including bibliography) (losing points over or under the word limit)



The drama has been used effectively to illustrate one or both of the essays, with reference to the episode and even the timestamp (ep. 9, 12:23-12:51) where quoted dialogue occurs.



The paper has been submitted by the deadline





The argument is convincing (due to the clear support provided in the paper, not b/c of the citations, but the ideas). After I read this paper I said “wow, you’re right, this DOES prove XXXXX.”



The argument was easy to locate and did not need editing to sound like a real argument



There are no over-generalizations (using Confucianism too generally, making broad blanket statements about Korea that should be tempered by modifiers such as “often” or “in many cases,” but are not)



Part of this convincing paper is that it is well organized. There might be section headings. There might be signposting “In this section I will discuss…” “There are three main reasons…”

There are definitely multiple paragraphs.



The analysis is original. This student has contributed something new—bringing new clarity, new insight, and bringing ideas into conversation in new ways. These points should be among the hardest points to earn.

Less than 7 points is a lack of clarity is just holding back your ideas, or are they even yours, I can’t tell, it’s not clear. Approx. 7 points is heading in the right direction, here and there are good points, you could rewrite this and really improve it, though. 15 points means you blew my mind, are you sure you’re an undergrad.




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