For modules 3-5 we have been studying the heroic myth. Read chapter 15, Archetypes Study Guide, and view lectures in modules 2-5. For this assignment, you will write a 3–4-page essay that analyzes a heroic myth using the monomyth template in the Archetypes Study Guide and/or from lectures. You can choose a myth that we have discussed in class, or you can choose a myth that you are familiar with, but it must be a hero of significant scholarly study (i.e., Homer’s Odyssey or Iliad, Hercules (not the Disney version), Perseus, Beowulf, etc.). You can choose a fairy tale but don’t use the movie version. Heroic myths abound in any culture, but the one you choose must be “classic” (i.e., no heroes of epic movies, cinema superheroes, or contemporary fictional heroes such as Harry Potter (save that for your presentation)).
In a well-crafted essay, write about how ONE myth follows the pattern of the heroic monomyth. This essay requires:
An introduction that includes a clear thesis statement which expresses the purpose or main point of your essay.
A definition of Campbell’s idea of the monomyth and the hero, usually in the introduction.
The body of the essay (1st -3rd supporting paragraphs) will explain how the hero goes through the stages of the monomyth. The stages and the associated details must follow the order of the monomyth. Make sure you include examples from the myth that includes special weapon, mentor, stepping over the threshold, trials and tribulations, abyss, supreme ordeal/ultimate battle, apotheosis/atonement, stepping over the return threshold, and boon/elixir. Other details that you may consider but are NOT required: refusal of the call, meeting with the goddess, helpers, dismemberment, and flight. I encourage you to use subheadings for each stage as this makes it easier to organize the essay.
Examples of archetypes such as 2 character, 2 symbolic, and 2 situational for a total of 6 archetypes (use Archetypes Study Guide). The death/rebirth situational archetype is required.
At least 2 quotes from the textbook, preferably chapter 15. Don’t just drop these quotes into your essay and expect me to see your understanding. Choose the quotes that are significant, and smoothly integrate them as relevant support of your interpretations. Then, include a footnote for each quote that explains why you chose the quote and its relevance to mythology. Make sure to cite the quotes both in-text and in the bibliography.
Explanation of how the myth serves the 4 functions of myth.
Concluding paragraph: A brief discussion about why you chose the myth and what it means to you (e.g., how you related to it, what you enjoyed about it, learned from it, and how we can all benefit from it).
In-text citation and bibliography: You will be citing the textbook quotes; if you use other sources such as the textbook or a website, these must be cited, too as well as listed in a bibliography. Sources are to be documented with in-text citation and a bibliography. You can use MLA or APA as long as you are consistent with the either style. You do not have to cite lecture notes or PowerPoint lectures.
Sources may include:
the textbook (Introduction to Mythology 4th edition, Eva M. Thury and Margaret K. Devinney
electronic source such as a website
Format: This essay must follow a formal academic standard: a title, student information in upper left-hand corner, page numbering, 3-4 pages in length, double spaced, with an introduction, supporting and concluding paragraphs. Each paragraph must be indented. The essay should be free of grammar and punctuation errors, and words must be spelled correctly. Essay must use formal academic language (avoid colloquialisms and slang). Essay should use 3rd person pronouns (she, he, they, it); however, these can be switched to first person in the conclusion by providing a personal connection to the myth. I strongly discourage using 2nd person pronouns (you, yourself) as they have no place in academic writing. Sloppy work results in a poor grade, no matter the assignment or class.
You can use a title page/cover page if you wish.
AI content generation tools (such as ChatGPT) may be used to help students brainstorm, generate, organize, and research course concepts, etc., but should be used cautiously or not at all because using them may interfere with your progress as an independent thinker and your achievement of the course’s outcomes. The assignments in this class have been designed to challenge you to develop creativity, critical-thinking, and problem-solving skills. If AI is used, I strongly recommend that it is used with limitations and not to replace the intellectual process.
As a college student it would do you well to be aware of what AI can do and should not do by accessing the TCC Library Resources site. Similar to most college professors, I am well aware of the common patterns of expression AI generates for this assignment as I have received far too many of them in the past. AI tends to generate content that is generic and/or trite in its form of expression no matter how complex a student’s prompt may be as well as including incorrect information (see below).
Please note that AI results can also be biased and inaccurate. Using AI to generate content can “hallucinate” by providing erroneous information or even creating false sources (sources must be verifiable). According to CNBN: “Say you asked an AI chatbot to write an essay on the Statue of Liberty. The chatbot would be hallucinating if it stated that the monument was located in California instead of saying it’s in New York” (Devon 2023).
It is your responsibility to ensure that the information you use from AI is accurate and to use it ethically. Additionally, pay attention to the privacy of your data. Many AI tools will incorporate and use any content you share, so be careful not to unintentionally share copyrighted materials, original work, or personal information.
If AI is used for any assignment, it must be cited. To cite use this link. https://libguides.tcc.edu/c.php?g=1349660&p=9959251
