Racism and Racialization(Othello)

Racism and RacializationMuch of this play centers on race, and racialization: the othering of Othello because of his race. The racism he faces become internalized. Despite his power and strength, he too turns his own race against himself. Develop a thesis in which you discuss the power a racist society has to bring down even the strongest individuals. Be sure you defend your thesis with specific passages and quotes from the play.
Othello
Formal Essay and Final Unit Assignment
Choose one of the following topics and write a five page essay.
You must use a minimum of nine (9) textual references from the text to support your arguments.
You must use MLA format including a work-cited page.
Topics:
Tragic Heroes:
A definition of a tragic hero is a noble and powerful man who is brought low because of some error or vice within
himself, a harmatia, that brings about his ruin, a ruin that is out of proportion to his error, eliciting pity among the
audience. How is Othello a tragic hero? Develop a thesis about Othello, supporting it with specific passages or
incidents in the play.
Passion and Devastation
A passion is a strong emotion, and in this play, whether it be Iago, Othello, or Desdemona, there are many strong
passionate emotions – both positive and negative – that are allowed to run unchecked. Develop a thesis about
how unchecked emotion lead to destruction, supporting it with specific passages or incidents in the play.
Desdemona Character Analysis:
Desdemona is a powerful woman who is respected by the soldiers of the play, and defends Emilia calling for her
to be strong against her abusive husband, and yet she herself seems to fall prey to abuse at the hands of her
husband. Is she a strong character, a weak one, or a complex round character? Does she change throughout the
play? Develop a thesis about Desdemona’s character, supporting it with specific passages or incidents in the play.
The Role of Women
There are three women in the play, and while Shakespeare creates them as characters that are intelligent, strong,
and honest, all are accused of misusing and abusing their sexuality. Develop a thesis about the treatment of
women in the play, supporting your arguments with specific passages or incidents in the play.
Racism and Racialization
Much of this play centers on race, and racialization: the othering of Othello because of his race. The racism he
faces become internalized. Despite his power and strength, he too turns his own race against himself. Develop a
thesis in which you discuss the power a racist society has to bring down even the strongest individuals. Be sure
you defend your thesis with specific passages and quotes from the play.
Outsiders
Many of the characters feel like outsiders. Desdemona is rejected by her family for marrying the man she loves,
and ends up among a troop of male soldiers in a foreign land. Iago feels as though he cannot enter the circle of
high society. Othello is an outsider because of race. Emilia is an outsider in her own marriage. Develop a thesis in
which you discuss the theme of being an outsider. Be sure you defend your thesis with specific passages and
quotes from the play.
CATEGORIES
0-49%
(BELOW LEVEL 1)
50-59%
(LEVEL 1)
60-69%
(LEVEL 2)
70-79%
(LEVEL 3)
80-100%
(LEVEL 4)
Knowledge/
Understanding
25
 shows an insufficient
degree of knowledge
of elements of the
literary essay form
(e.g., introduction with
thesis; body with
arguments and
supporting evidence
from primary texts;
citations of quotations,
conclusion with
summary and
generalization;
transitional words and
phrases; references/
bibliography)
0-12
 shows a passable
degree of knowledge
of elements of the
literary essay form
(e.g., introduction with
thesis; body with
arguments and
supporting evidence
from primary texts;
citations of quotations,
conclusion with
summary and
generalization;
transitional words and
phrases; references/
bibliography)
12.5-14.5
 shows a moderate
degree of knowledge
of elements of the
literary essay form
(e.g., introduction with
thesis; body with
arguments and
supporting evidence
from primary texts;
citations of quotations,
conclusion with
summary and
generalization;
transitional words and
phrases; references/
bibliography)
15-17
 shows considerable
degree of knowledge
of elements of the
literary essay form
(e.g., introduction with
thesis; body with
arguments and
supporting evidence
from primary texts;
citations of quotations,
conclusion with
summary and
generalization;
transitional words and
phrases; references/
bibliography)
17.5-19.5
 shows a high to very
high degree of
knowledge of
elements of the literary
essay form (e.g.,
introduction with
thesis; body with
arguments and
supporting evidence
from primary texts;
citations of quotations,
conclusion with
summary and
generalization;
transitional words and
phrases; references/
bibliography)
20-25
Thinking/
Inquiry
30
 analyses ideas and
elements of the text
with insufficient
effectiveness
0-14.5
 analyses ideas and
elements of the text
with passable
effectiveness
15-17.5
 analyses ideas and
elements of the text
with moderate
effectiveness
18-20.5
 analyses ideas and
elements of the text
with considerable
effectiveness
21-23.5
 analyses ideas and
elements of the text
with a high to very
high degree of
effectiveness
24-30
 provides textual
evidence that supports
the thesis with
insufficient
effectiveness
 provides textual
evidence that supports
the thesis with
passable effectiveness
 provides textual
evidence that supports
the thesis with
moderate
effectiveness
 provides textual
evidence that supports
the thesis with
considerable
effectiveness
 provides textual
evidence that supports
the thesis with a high
to very high degree of
effectiveness
Communication
30
 uses an organizational
pattern to structure a
literary essay with
insufficient
effectiveness
0-14.5
 uses an organizational
pattern to structure a
literary essay with
passable effectiveness
15-17.5
 uses an organizational
pattern to structure a
literary essay with
moderate
effectiveness
18-20.5
 uses an organizational
pattern to structure a
literary essay with
considerable
effectiveness
21-23.5
 uses an organizational
pattern to structure a
literary essay with a
high to very high
degree of
effectiveness
24-30
 uses academic
language (e.g., literary
terms) and a suitable
voice to communicate
thoughtfully to an
academic audience
with insufficient
effectiveness
 uses academic
language (e.g., literary
terms) and a suitable
voice to communicate
thoughtfully to an
academic audience
with passable
effectiveness
 uses academic
language (e.g., literary
terms) and a suitable
voice to communicate
thoughtfully to an
academic audience
with moderate
effectiveness
 uses academic
language (e.g., literary
terms) and a suitable
voice to communicate
thoughtfully to an
academic audience
with considerable
effectiveness
 uses academic
language (e.g., literary
terms) and a suitable
voice to communicate
thoughtfully to an
academic audience
with a high to very
high degree of
effectiveness
 shows an insufficient
degree of command of
the literary essay form
 shows a passable
degree of command of
the literary essay form
 shows a moderate
degree of command of
the literary essay form
 shows a considerable
degree of command of
the literary essay form
 shows a high to very
high degree of
command of the
literary essay form
Application
15
 uses language
conventions (spelling,
punctuation, usage,
grammar) with
insufficient accuracy
and effectiveness
0-7
 uses language
conventions (spelling,
punctuation, usage,
grammar) with
passable accuracy
and effectiveness
7.5-8.5
 uses language
conventions (spelling,
punctuation, usage,
grammar) with
moderate accuracy
and effectiveness
9-10
 uses language
conventions (spelling,
punctuation, usage,
grammar) with
considerable accuracy
and effectiveness
10.5-11.5
 uses language
conventions (spelling,
punctuation, usage,
grammar) with a high
to very high degree of
accuracy and
effectiveness
12-15
 cites quotations/
ideas/information from
primary texts with
insufficient accuracy
and consistency of
style and format
 cites quotations/
ideas/information from
primary texts with
passable accuracy
and consistency of
style and format
 cites quotations/
ideas/information from
primary texts with
moderate accuracy
and consistency of
style and format
 cites quotations/
ideas/information from
primary texts with
considerable accuracy
and consistency of
style and format
 cites quotations/
ideas/information from
primary texts with a
high to very high
degree of accuracy
and consistency of
style and format
 uses the writing
process with
insufficient
effectiveness
 uses the writing
process with passable
effectiveness
 uses the writing
process with moderate
effectiveness
 uses the writing
process with
considerable
effectiveness
 uses the writing
process with a high to
very high degree of
effectiveness
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