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The Epic
Section 15 - FALL 2025
Professor Agnes Lugo-Ortiz
Essay #3
Spartacus and The Epic
DUE: Wednesday, November 9th in Canvas Gradebook by noon
Choose one of the following two prompts, and construct a coherent, nuanced argument supported by carefully analyzed evidence from the movie Spartacus and relevant passages from the epic texts studied in class. Be sure to clearly explain the context, implications, and relevance of this evidence. Additionally, address the broader significance of your claim for the movie as a whole and its relationship to the other texts studied in class.
Your paper should be 3½ to 4 pages long, double-spaced, in 12-point Times New Roman font, with 1-inch margins, and written in clear sentences and logical paragraphs with correct grammar and spelling. Your essay should include a title and a bibliography of cited texts in Chicago style. and your name on the first page. Please note: the use of AI is strictly prohibited at any stage in the development of your paper.
1) Spartacus, epic hero?
Throughout this class, we have examined epic texts from different cultures and historical periods. They all share a common feature: the construction of a protagonist, a “hero,” who serves as the central thread of the narrative while simultaneously being shaped by the events and actions within the story. Through a careful analysis of Stanley Kubrick’s 1959 film Spartacus, discuss to what extent Spartacus can be considered an epic hero. How does his characterization compare to or diverge from figures such as Gilgamesh and Odysseus? This reflection requires you to define the concept of epic heroism in light of the traditions studied in class and to focus on specific traits of Spartacus to support your argument.
2) The Worlds of the Epic
Epic heroes do not exist in a vacuum. They move within different worlds and are constituted by their interaction with the inhabitants of those worlds. Among the worlds in which Spartacus moves are those generated by the structures of the Roman empire, on the one hand, and the community of fugitive slaves, on the other. Discuss these two worlds, the relation between them (the specific social interactions and cultural values that organize them) and the place of Spartacus within them.
To what extent does each of these worlds give us (or not) a different Spartacus, and in what sense do this relate to and/or diverge from the traditions studied in class?
Grading Rubric
|
Criteria |
Well-Developed |
Adequately Developed |
Underdeveloped |
|
Claim (20%) |
The essay includes a contestable argumentative claim in response to one of the essay prompts. The claim is relevant and compelling, is clearly stated, and guides the structure of the essay. The essay addresses the wider significance of the claim for our interpretation of the text as a whole. |
The essay includes a contestable argumentative claim in response to one of the essay prompts. The claim is somewhat relevant and compelling, is somewhat clearly stated, and mostly guides the structure of the essay. The essay gestures toward the wider significance of the claim for our interpretation of the text as a whole. |
The essay does not include an argumentative claim or the claim is not contestable. The claim is not relevant to the essay prompt or is not compelling or convincing. The claim is not clearly stated or does not guide the structure of the essay. The essay does not address the wider significance of the claim for our interpretation of the text as a whole. |
|
Evidence (30%) |
The essay includes ample specific evidence and examples from the texts that are all relevant for supporting the main claim and cited correctly. The presentation of evidence goes beyond summary and includes in–depth analysis and an examination of the implications of this evidence. |
The essay includes some specific evidence and examples from the texts that are mostly relevant for supporting the main arguments and mostly cited correctly. The presentation of evidence mostly goes beyond summary and includes some in–depth analysis and gestures to the implications of this evidence. |
The essay includes little to no specific evidence and examples from the text and/or evidence and examples are irrelevant to the main arguments. There are significant errors with citations. The presentation of evidence is largely summary without accompanying analysis or examination of the implications of this evidence. |
|
Organization (20%) |
The essay is logically structured with clear, developed paragraphs and effective transition statements. |
The essay is mostly logically structured with mostly clear, developed paragraphs and some transition statements. |
The essay is not logically structured, with underdeveloped or unclear paragraphs and few to no transition statements. |
|
Language, Clarity, and Accuracy (15%) |
Ideas and information are conveyed clearly and accurately throughout the essay, with few to no grammatical errors that interfere with comprehension. |
Ideas and information are conveyed mostly clearly and accurately throughout the essay, with some areas where meaning is unclear or minor inaccuracies, or some grammatical errors interfering with comprehension. |
Ideas and information are mostly unclear throughout the essay and/or there are major inaccuracies. The essay contains many problems with language or grammatical errors that greatly interfere with comprehension. |
|
Originality (10%) |
The claims and ideas presented in the essay dialogue with and bring a fresh take to the discussions we have had in class and/or add a new perspective to course themes. |
The claims and ideas presented in the essay mostly dialogue with and bring a fresh take to the discussions we have had in class and/or add a new perspective to course themes. |
The claims and ideas presented in the essay simply repeat the key ideas and perspectives that we have discussed in class without presenting anything new. |
|
Assignment Criteria (5%) |
The essay meets all the criteria laid out in the assignment. |
The essay meets most of the criteria laid out in the assignment. |
The essay meets some or none of the criteria laid out in the assignment. |