Leadership demonstrated in Eduardo Galeano â€œThe Open Veins of Latin America: Five Centuries of the Pillage of a Continent.â€
Must be original content and turnitin.com acceptable
This project will allow them time to contemplate the ethical and moral issues of fictional or historical leadership and authority as well as to provide an opportunity for self-reflection. By the end of the sea year, midshipmen should be able to appreciate how encountering new literary works can enrich their experiences throughout their professional maritime careers.
â€¢ To enhance the student knowledge of literature, biography, and/or history
â€¢ To add to the student base of knowledge about the larger world and to stimulate critical thinking about human relationships as well as the ethical and moral issues of fictional or historical leadership and authority
â€¢ To provide opportunities for student to improve their analytical writing skills
â€¢ To encourage life-long learning through reading and self-reflection
Student Learning Goals
â€¢ Student will learn to write analytical essays that demonstrate their understanding of the literary worksâ€™ character, theme, narrative point of view, and/ or rhetorical and linguistic techniques.
â€¢ Student will learn to write analytical essays that have a well-formed thesis statement, topic sentences, and significant supporting details.
â€¢ Student will learn to write analytical essays that are well organized and demonstrate a strong, clear command of standard written English.
Directions and Requirements
Choose a book to read from the Approved Reading List (see p. 2) and write a 2,000-3,500-word paper (5-8 pages) exclusive of quotationsâ€”double-spaced, using 12-point font with one-inch marginsâ€”on the topic of effective leadership as it relates to the chosen book.
THIS PROJECT IS NOT A BOOK REPORT OR A PLOT SUMMARY.
You should begin with an introductory paragraph that introduces the book and the major themes contained in your paper. This paragraph should contain a thesis statement in which you use key words and/or phrases to identify specific characteristics that define the nature of effective and/or ineffective leadership in your chosen book.
The central section of your paper should consist of your analysis of the leadership in the book. Do the leaders and the followers whom you discuss have positive qualities (such as decisiveness, professionalism, willingness to collaborate, charisma, generosity, concern for others), or negative traits (for example laziness, manipulative behaviors, hunger for power, micromanagement, vengefulness)? Give good examples of the leadersâ€™ characteristics, and show the effects of this type of leadership on their partners, followers, or subordinates. What are the effects of this type of leadership on the events in the book?
In your analysis, try to address the psychological dimension behind human interaction. Why do the leaders or followers behave as they do? Avoid clichÃ©s, or if you use them, be sure to reexamine them through the lens of the book. Remember, you must convince the reader of your point of view through the presentation of evidence.
Your analysis must also include several well-selected but brief quotations, both block quotations and run-in quotations, as well as paraphrases, to illustrate your points. You must quote from the book you read, but you may also use other sources that throw light on your analysis. You must introduce your quotations clearly, and follow up your quotations by relating them to your argument.
Use MLA style for textual citations. The PURDUE OWL website will help you with reference style: https://owl.english.purdue.edu/owl/resource/747/01/
Failure to comply with either measure is grounds for failure of the Humanities Project.
When grading, the Humanities Sea Project Director shall use the following criteria:
Thesis statement (25%)
Sentence mechanics and research-reference style (25%).
All grades will become part of the student permanent academic record. Those student who earn a failing grade on the Humanities Project must repeat the project in the following trimester using another text chosen from the Approved Reading List below. In such cases, the repeated project may earn one of the following grades: F, D, D+, C-, C, C+, B-, B, B+, A-, A. Those who do not repeat the project by the trimesterâ€™s last day of classes will earn a second â€œFâ€ grade. A second grade of â€œFâ€ in the same sea project course will automatically result in the midshipmanâ€™s Referral for Disenrollment to the Academic Review Board.
There will be no additional time permitted for submitting the Humanities Project. Projects will be due along with all other projects at project collection day at the beginning of either the first or second term.
Approved Reading List
Before you choose one of the books listed below, do some research online (try Google, Wikipedia, ProQuest, or EbscoHost, for example), to find which titles parallel or complement your own personal tastes or interests.
*Yes, of course thereâ€™s a movie, or more than one movie. Go ahead!â€”watch if you want to.
But you MUST READ and QUOTE from the BOOK as well.
Eduardo Galeano, The Open Veins of Latin America: Five Centuries of the Pillage of a Continent. https://archive.org/stream/fp_Open_Veins_of_Latin_America/Open_Veins_of_Latin_America_djvu.txt
From Amazon: â€œGaleano has organized the various facets of Latin American history according to the patterns of five centuries of exploitation. . . . Weaving fact and imagery into a rich tapestry, Galeano fuses scientific analysis with the passions of a plundered and suffering people. An immense gathering of materials is framed with a vigorous style that never falters in its command of themes. All readers interested in great historical, economic, political, and social writing will find a singular analytical achievement, and an overwhelming narrative that makes history speak, unforgettably.â€ You can use the pdf or the latest digital edition with Isabel Allendeâ€™s introduction. Read all about it: https://www.amazon.com/Open-Veins-Latin-America-Centuries/dp/0853459916
Breakdown of points to letter grade equivalent:
Total numerical points ______ x 5 = ______% = ______
94-100% = A 90-93%=A- 87-89%=B+ 84-86%=B 80-83%=B- 77-79%=C+
74-76%=C 70-73%=C- 67-69%=D+ 60-66%=D 0-59%=F
DEVELOPMENT AND SUPPORT
Essay controlled by clear, specific, well-defined thesis; sophisticated in both insight and statement.
Well-chosen examples and ?persuasive reasoning used to develop and support thesis consistently; uses quotations and citations effectively; causal connections between ideas evident; shows complete grasp of text.
Appropriate, clear, smooth ?transitions, arrangement of paragraphs seems particularly apt.
Uses sophisticated sentences effectively; chooses words aptly; observes conventions of written English and manuscript format; very few or no mechanical/technical errors.
Clear, specific thesis central to essay; may have minor terms undefined or be less complex, clear/concise, and/or?sophisticated than a 5 point thesis.
Pursues thesis consistently?clearly develops a main ?argument with well-marked major points and appropriate textual evidence and supporting detail; makes effort to link rather than stack ideas; shows good textual understanding.
Distinct units of thought in paragraph units; relatively clear transitions between developed, coherently ?arranged paragraphs.
Some mechanical difficulties or ?stylistic problems; may make occasional problematic word choice or awkward syntax error; a few spelling or punctuation errors or clichÃ©s; usually presents quotations effectively.
Has a general central thesis or controlling idea; may not define several central terms or express thesis very clearly and concisely.
Only partially develops the ?argument; shallow analysis; ?some ideas or generalizations ?undeveloped or unsupported; ?limited use of textual evidence; shows some understanding of text.
Some weak or awkward transitions; some brief, poorly unified, or undeveloped paragraphs; logic behind paragraph arrangement unclear.
More frequent wordiness; recurrent ?awkward or unclear sentences: imprecise use of words or over-reliance on passive voice; one or two recurrent major grammatical errors ?(subject-verb agreement, comma splice, sentence fragments, etc.); effort to present quotations accurately.
Thesis vague or not central to argument; central terms not defined.
Frequently only narrates; digresses from one topic to another without developing ideas or terms; makes insufficient or awkward use of textual evidence; misunderstands text.
Simplistic, rambling; tends to narrate or merely summarize unlinked ideas instead of constructing an argument; wanders from one topic to another; ideas arranged illogically.
Major grammatical or proofreading ?errors that interfere with reading; ?language marred by clichÃ©s, inappropriate ?colloquialisms, repeated inexact word choices; inappropriate quotation or citation format.
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