Special Activity 1: Traces Due Date: Thursday/September 10th/ 9:00pm Word Count: 500 Points: 10 Reading Prerequisite: Text Book Chapter 1 pgs. 1-12 Overview: Jon Anderson explains, “that places are taken and made by intersections of culture and context.” In other words, traces are defined as “the marks, residues or remnants left in place by cultural life.” Traces can be physical and tangible, as well as emotional and immaterial. They encompass the entirety of the human experience, because no event exists independently of place. Trace-making is an ongoing process, meaning that the identity of a place is always subject to constant revision. Human-made traces may also be understood as inherently representative of certain beliefs, ideas and values held by the maker. By understanding that places can be engineered to reflect the values of the trace-makers, it allows geographers to gather insight about the prevailing attitudes and beliefs of those who made the traces. Assignment: For this assignment, you will focus on places and their traces on and around the University Park campus. Penn State was founded in 1855 as the Farmer’s High School of Pennsylvania, and the changes that have taken place on these grounds are innumerable. Every student, faculty member, groundskeeper, guest speaker and townsperson has the opportunity to make and leave traces at Penn State. This campus has played host to several landmark scientific achievements, social movements, protests, rallies, riots and discussions; each of these events has left some indelible mark on the campus or those residing here. Please conduct your own research regarding some of the traces that compose the campus, and in a 500 word short paper, answer the following questions: You will submit your paper on Angel in the folder corresponding to this activity: · Identify a trace or trace chain on campus that you find significant. Who left the trace? What was the impetus for the trace? How is this trace significant to you? What cultural preferences or ideals do you feel are evident from the trace(s)? · Penn State has one of the largest alumni networks in the world, with over 172,000 dues paying members. In what way is this level of participation tied to alumni’s connection to place? · Are there any traces that you would like to leave behind for future students? Additional Reading/Resources: The links below include information about the historical markers outside of buildings scattered throughout campus. http://www.psu.edu/ur/about/markers/markers.html http://www.psu.edu/ur/about/markers/markersother.html http://thon.org/ http://alumni.psu.edu/ Classics  2220  Classical  Mythology   The  Ohio  State  University  |  Fall  2015       1   Tips  for  Writing  Essays,  with  a  Post-­Writing  Checklist     1.  TIPS       Formatting  &  Length   • Missing  points  for  Formatting  &  Length  is  silly: .

1. Special Activity 1: Traces
Due Date: Thursday/September 10th/ 9:00pm
Word Count: 500
Points: 10
Reading Prerequisite: Text Book Chapter 1 pgs. 1-12
Overview: Jon Anderson explains, “that places are taken and
made by intersections of culture and context.” In other words,
traces are defined as “the marks, residues or remnants left in
place by cultural life.” Traces can be physical and tangible, as
well as emotional and immaterial. They encompass the entirety
of the human experience, because no event exists independently
of place. Trace-making is an ongoing process, meaning that the
identity of a place is always subject to constant revision.
Human-made traces may also be understood as inherently
representative of certain beliefs, ideas and values held by the
maker. By understanding that places can be engineered to
reflect the values of the trace-makers, it allows geographers to
gather insight about the prevailing attitudes and beliefs of those
who made the traces.
Assignment: For this assignment, you will focus on places and
their traces on and around the University Park campus. Penn
State was founded in 1855 as the Farmer’s High School of
Pennsylvania, and the changes that have taken place on these
grounds are innumerable. Every student, faculty member,
groundskeeper, guest speaker and townsperson has the
opportunity to make and leave traces at Penn State. This
campus has played host to several landmark scientific
achievements, social movements, protests, rallies, riots and
discussions; each of these events has left some indelible mark
on the campus or those residing here. Please conduct your own
research regarding some of the traces that compose the campus,

2. and in a 500 word short paper, answer the following questions:
You will submit your paper on Angel in the folder
corresponding to this activity:
· Identify a trace or trace chain on campus that you find
significant. Who left the trace? What was the impetus for the
trace? How is this trace significant to you? What cultural
preferences or ideals do you feel are evident from the trace(s)?
· Penn State has one of the largest alumni networks in the
world, with over 172,000 dues paying members. In what way is
this level of participation tied to alumni’s connection to place?
· Are there any traces that you would like to leave behind for
future students?
Additional Reading/Resources: The links below include
information about the historical markers outside of buildings
scattered throughout campus.
http://www.psu.edu/ur/about/markers/markers.html
http://www.psu.edu/ur/about/markers/markersother.html
http://thon.org/
http://alumni.psu.edu/
Classics
2220
Classical
Mythology
The
Ohio
State
University
|

3. Fall
2015
1
Tips
for
Writing
Essays,
with
a
Post--Writing
Checklist
1.
TIPS
Formatting
&
Length
• Missing
points
for

4. Formatting
&
Length
is
silly:
just
follow
the
assignment
sheet!
• Do
the
Title
correctly
(according
to
the
assignment
sheet!).
It
should
take
1
line.
Example:
o A
Necessary
Odysseus
by
J.

5. Doe
o Why
Homer's
Odyssey
Should
Matter
to
OSU
Freshman
by
F.
Smith
Thesis
• State
your
Thesis
clearly
and
up
front
in
its
own
paragraph.
• If

6. you're
stuck,
base
your
thesis
on
the
actual
words
of
the
prompt,
making
it
the
first
sentence
of
your
essay.
This
can
help
to
ensure
that
your
thesis
is
on
topic.
• One
hallmark

7. of
a
good
thesis
is
that
it
contains
an
explicit
or
implicit
"because."
Examples:
o This
essay
will
argue
that
Homer's
Odyssey
should
be
required
reading
for
each
freshman
at
OSU

8. because
X,
Y,
Z.
o In
this
essay
I
will
provide
two
reasons
that
the
Odyssey
should
be
included
in
a
required
freshman
curriculum.
The
first
reason
is.
.
.
The

9. second
reason
is.
.
.
After
making
this
argument
in
two
concise
body
paragraphs,
I
will
end
by
briefly
forestalling
a
potential
counterargument.
Supporting
Paragraphs
Topic

10. Sentences.
Just
as
an
essay
must
have
an
introductory/thesis
paragraph,
so
too
you
must
give
your
body
paragraphs
their
own
thesis
statements.
We
call
this
a
topic
sentence.
Do
not
begin
a
body
paragraph

11. with
a
summary
of
a
text—BEGIN
IT
WITH
A
TOPIC/THESIS
SENTENCE.
Indicate
what
the
paragraph
will
be
about
with
the
first
sentence.
All
of
your
evidence
and
argument
in
that
paragraph
will
be
used

12. to
illustrate/argue
for
the
topic
sentence.
So:
at
the
paragraph
level,
Topic
sentence
first,
then
Evidence
&
Argument!
Here
are
some
good
body
paragraph
starters,
from
real
student

13. essays
(on
the
topic
of
polytheistic
socities):
In
a
polytheistic
culture,
each
god
can
portray
different
characteristics,
which
are
also
relatable
to
human
nature.
As
we
can
see
in

14. Hesiod’s
Theogony.
.
.
A
polytheistic
culture
could
contribute
to
the
community
by
having
many
gods
to
fulfill
the
desires
of
different
people.
In
Enuma
Elish.
.
.

15. Hesiod’s
Theogony
exemplifies
the
tendency
of
polytheistic
religions
to
showcase
humanlike
gods.
Kronos,
for
example,.
.
.
Classics
2220
Classical
Mythology
The
Ohio
State
University
|
Fall

16. 2015
2
Polytheistic
beliefs
have
potential
to
explain
the
world,
because
they
are
easy
for
humans
to
comprehend.
An
example
of
creation
that
is
easy
to
comprehend

17. is
when
Hesiod
explained
how
Day
was
created.
He
stated
that.
.
.
Argument
&
Evidence
• An
important
part
of
earning
full
credit
for
argument
is
explicitly
connecting

18. your
citations
of
ancient
sources
(i.e.,
your
evidence)
to
your
thesis.
• It
is
not
sufficient
simply
to
quote
texts.
To
be
considered
“evidence”
you
must
connect
them
to

19. your
Thesis.
• USE
PHRASES
THAT
MAKE
THE
CONNECTION
BETWEEN
CLAIM
AND
EVIDENCE
EXPLICIT.
Here
are
some
good
thesis-­‐evidence-­‐argument
connectors,
from
real
essays:

20. These
two
examples
are
just
a
few
that
show
how
polytheism
has
a
connection
with
human
life.
This
story
shows
that
kingship
should
go
to
those
with
the
knowledge

21. and
valor
to
do
so.
In
both
the
Theogony
and
human
history,
they
have
learned
that
greed
for
power
eventually
results
in
losing
all
your
power
to
someone
else.
Thus,
they

22. have
progressed
towards
the
sharing
of
power
in
order
to
stay
as
the
top
ruler.
One
piece
of
evidence
for
this
claim
about
polytheism’s
capacity
to
better
represent
the
world’s
complexity

23. can
be
found
in
Hesiod’s
Theogony.
There,
we
see
that
in
the
case
of
Chaos
.
.
.
This
passage
demonstrates
my
thesis
that.
.
.
From
these
examples
in
Enuma

24. Elish,
I
conclude
that.
.
.
These
conclusions,
in
turn,
support
the
second
part
of
my
initial
thesis
that.
.
.
Grammar
&
Other
Mechanics
of
Writing

25. • Some
of
the
best
advice
for
checking
grammar
and
other
mechanics
is
to
read
the
essay
out
loud
to
yourself
and
to
some
friends,
fixing
errors
as
you
find
them.

26. • Use
the
OSU
Writing
Center
for
more
detailed
help.
Classics
2220
Classical
Mythology
The
Ohio
State
University
|
Fall
2015
3

27. 2.
POST--WRITING
CHECKLIST
Consider
using
the
following
checklist
as
you
prepare
your
essay.
Structure
1. _____
I
have
created
a
thesis
paragraph
that
introduces
the
argument
clearly
and
thoroughly.

28. It
follows
the
prompt
and
defines
key
terms
I
will
use
in
my
essay.
2. _____
I
have
created
a
“roadmap”
in
the
thesis
paragraph
that
outlines
the
major
points.

29. 3. _____
I
have
created
a
conclusion
that
restates
and
possibly
extends
the
argument.
It
also
brings
the
essay
to
a
memorable
finish.
4. _____
I
have

30. thought
about
how
my
paragraphs
are
arranged
and
have
structured
them
in
a
way
that
best
supports
my
argument.
5. _____
I
have
confirmed
that
each
body
paragraph
has

31. a
topic
sentence
and
that
they
flow
logically
from
the
preceding
paragraph.
Substance
1. ____
I
have
developed
a
clear
argument
based
on
the
prompt.

32. 2. _____
I
have
developed
a
creative
argument.
3. _____
I
have
used
appropriate
evidence
from
appropriate
sources
in
support
of
the
argument.
4. _____
I
have

33. verified
that
each
paragraph
contains
evidence
to
support
the
topic
sentence
and
the
overall
argument
of
the
essay.
Style
1. _____
I
have
proofread
the
paper
for
spelling,
punctuation,

34. citation,
and
grammar
errors.
2. _____
I
have
read
the
paper
aloud
to
myself
or
to
someone
else,
listening
for
sentences
that
do
not
make
sense
or
seem
too

35. long.
3. _____
I
have
had
a
friend
or
classmate
check
the
paper
for
stylistic
errors.
4. _____
I
have
followed
the
formatting
and
length
guidelines
on
the

36. assignment
sheet.
Classics
2220
Classical
Mythology
The
Ohio
State
University
|
Autumn
2015
Essay
#1
Assignment
What
if
Telemachus

37. could
pick
up
the
Odyssey
by
Homer
and
read
his
very
own
Telemachy?
What
would
Telemachus
learn
about
life?
What
wisdom
would
he
stand
to
gain
from
reading
and
thinking
about
the
first
four

38. books
of
the
Odyssey?
In
this
essay,
you
must
answer
the
following
two--part
question:
1. What
is
the
most
important
lesson
that
Telemachus
stands
to
learn
from
the
Telemachy?

39. and
2. How
does
the
Telemachy
provoke
thought
about
this
particular
lesson?
The
essay
must
state
its
thesis
in
a
short
introductory
paragraph,
followed
by
a
few
body
paragraphs

40. actually
making
the
argument.
As
part
of
its
evidence
the
essay
must
cite
specific
passages
of
the
Odyssey
books
1-­‐4
at
least
three
times
(not
necessarily
quote,
but
cite),
using
book
number
and
page

41. number
in
the
Mandelbaum
translation:
2.30
=
book
2,
page
30.
You
may
only
use
the
Odyssey
as
evidence.
Further
details
are
below.
For
more
tips
on
writing
this
type
of
essay,
and
a

42. post-­‐writing
checklist,
see
the
relevant
document
on
Carmen.
Assigned:
Fri,
Sep
4.
Due:
Fri,
Sep
11
by
11am
in
Carmen’s
Dropbox,
formatted
as
a
Word
doc
or
pdf.

43. Rubric
Formatting
&
Length
_____
/
1
Is
the
paper
appropriately
formatted?
• 12-­‐point,
Times
New
Roman
font
in
black
• 1.5
spacing
• 1
inch
margins

44. _____
/
1
Is
the
paper
the
appropriate
length?
• 1
page
• The
student’s
name
and
essay
title
should
be
on
the
first
line,
and
the
essay
itself
should
start
on
the

45. second;
no
additional
space
should
be
taken
up
with
headers,
dates,
etc.
• Anything
over
the
page
limit
will
not
be
considered
part
of
the
essay.
Thesis
_____

46. /
3
Does
the
thesis
• adequately
answer
the
question
posed
in
the
assignment,
• provide
a
sufficient
reason
for
that
position,
• and
provide
a
mini
outline
of
the
points
the

47. essay
will
make
to
argue
the
thesis?
Supporting
Paragraphs
_____
/
2
Argument:
do
the
supporting
paragraphs
sufficiently
argue
the
thesis?
_____
/
2
Evidence:
does

48. the
essay
use
sufficient
evidence
from
the
texts,
and
cite
it
correctly,
to
support
the
argument?
Grammar
&
Other
Mechanics
of
Writing
_____
/
1
Does
the
essay
use

49. proper
grammar,
spelling,
and
punctuation,
and
is
the
prose
clear?
TOTAL
__________
/
10