Guidelines for EAS 232 Final Project

1. Subject matter Write a paper on one or a number of related texts that we have covered in class or, at least, included in the Owen Anthology. The paper should be either an analytical/critical reading or interpretation of the selected primary work. You are required to use at least two pieces of secondary sources to enhance your argument or support your reading. These sources may be a scholarly article or monograph. Princeton University library website has research databases that allow you to locate scholarly research work. If you need research assistance, please contact the library staff at Firestone. Please do not rely on any casual or amateurish sources on the internet. The point of the project is for you to study closely and reflect critically on some piece(s) of literature, and present your thoughts clearly and cogently. It is not meant to be informative or introductory. You want to demonstrate your individual and independent thinking concerning both selected primary sources and related secondary scholarship. Here is a list of possible topics or discussion questions: Discuss the treatment of regicide, patricide, or fratricide in one or more of the historical or fictional narratives found in the Records of the Historian or Late Imperial fiction. Describe the mode of characterization in the biographies of the Records of the Historian. Discuss the representation of women and the dramatic function of women in the Peony Pavilion and/or other stories. Give a critical account of Yingyings Story by thinking about the appropriateness, or inappropriateness, of the final acts. Discuss different plotlines or endings in the romantic tales of the Tang. Discuss the development of the female voice from the Tang poetry to Song lyrics. Discuss the ways in which the famous poet Li Bo can be characterized as a romantic poet. To what extent is Du Fus title as poet historian justifiable? Discuss the role of state ideology, i.e., Confucianism in its various forms, in the formation of masterpieces in Chinese literature. Please use specific examples.

2 To what extent do the two fountainheads of Chinese poetry, The Book of Songs and the Songs of the South, exhibit comparable aesthetical and/or ideological concerns? Discuss the representation of beauty in Chinese poetic and/or fictional works. Discuss the theme of patriotism in the so-called heroic and unrestrained school () of Song lyrics. Discuss Cao familys contribution to the formation of pentasyllabic verse in terms of subject matter, thematic concern, and/or critical evaluation. Discuss how Xuanzongs love affair with his Prized Consort is portrayed differently in Bo Juyis Song of Lasting Pain and Chen Hongs narrative account on the same subject. Trace the development of the abandoned woman theme in Chinese poetry from the 3 century to the 12th century using specific examples.
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2. Style Please type the paper. Double-space everything including notes. If you do not know how to write a footnote, consult a good style manual such as The Chicago Manual of Style or The MLA Stylesheet. There is also a concise style guide on Blackboard under Course Materials. The paper must be written in good English prose. Errors in grammar, spelling, punctuation, and Romanization of Chinese will result in a reduced grade. See the section on grading below. The writing must be your own and make sure to provide a proper note citation when referring to your sources. Please refer to the Undergraduate Honor System for the statement concerning plagiarism.

EAS Grading Criteria on Written Work A The highest quality work in content and style. Shows unusual understanding and insight into the material. Although based on references to other works, the analysis goes beyond the sources in terms of critical analysis. It is good enough to be read aloud in a class. It is clearly written and well-organized. It demonstrates that the writer has conducted a close and critical reading of texts, grappled with the issues raised in the course, synthesized the readings, discussions, and lectures, and formulated a perceptive, compelling, independent argument. The argument shows intellectual originality and creativity, literary insight, sensitivity to historical context, and is supported by a well-chosen variety of specific examples.

3 Almost no spelling, grammatical, Romanization, citation errors. B Competent work. Shows an adequate understanding of the material, but not particularly insightful. Only a modicum of thought given to a critical analysis of the materials. It demonstrates many aspects of A-level work but falls short of it in either the organization and clarity of its writing, the formulation and presentation of its argument, or the quality of research. Some papers in this category are solid works containing flashes of insight into many of the issues raised in the course. Others give evidence of independent thought, but the argument is not presented clearly or convincingly. Some errors in spelling, grammar, Romanization, and citation. C Average work Minimal understanding of the material. Little or no critical analysis. Reads like a book report. It offers little more than a mere summary of ideas and information covered in the course, is insensitive to historical context, does not respond to the assignment adequately, suffers from frequent factual errors, unclear writing, poor organization, or inadequate primary research, or presents some combination of these problems. Numerous errors in spelling, grammar, Romanization, and citation. D Virtually no mastery of spelling, grammar, Romanization, and citation rules. Muddled and incoherent presentation of the argument. Serious deficiencies or severe flaws in the students command of course or research material. Demonstrates no competence in the course or research materials. It indicates a students neglect or lack of effort in the course.