Critically Examine the Extent to Which Willy Loman Case Study - Management Assignment Help

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PLEASE USE THE MATERIALS FOR REFERENCING MENTIONED BELOW AND FIND A CRITICAL TEXT TO SUPPORT ARGUMENT FROM WSU LIBRARY OR DRAMA MODULE.
Question: In the drama module this semester, we focused on two plays written and staged over 2000 years apart in different cultural contexts, but with similar tragic protagonists at the foreground: Oedipus and Willy Loman. Critically examine the extent to which Willy Loman, who is not a King, who is an ordinary man, is said to be as suitable a subject for tragedy as Oedipus.
Requirements: In your answer, you are expected to compare and contrast the characters of Willy Loman in Death of a Salesman with Oedipus in Oedipus the King, paying close attention to what makes Willy Loman a figure of tragedy. What sets him apart from Oedipus? Consider the classical features of tragedy that Miller adopts and adapts. What is the effect of that adaption?
Choose at least ONE feature of tragedy studied in the drama module as a focal point for your comparison, e.g., hubris (excessive pride), hamartia (tragic flaw), catharsis (pity and fear for the protagonist), anagnorisis (significant discovery by the protagonist, often self-discovery).
You can, of course, also refer to other features in your answer where relevant and where you think they overlap or intersect with your chosen focal point.
You might also find it helpful to consider how dramatic techniques studied on the module inform these tragic figures and your argument, e.g., dramatic irony, dialogue, mise en scene (stage design).
You are, finally, required to use at least ONE critical text to support your argument and the comparison you are making. You should utilise critical texts from the Drama Module Folder, or from the WSU Library. You cannot utilise general website materials as a valid critical resource.
SOME CRITICAL TEXTS WHICH U CAN USE JUST USE ONE FROM BELOW
Essential Critical ReadingsWeek 6 - Bernard Knox's "Introduction" to Sophocles' The Three Theban Plays: Antigone, Oedipus the King, Oedipus at Colonus
 Knox's Introduction Knox's Introduction - Alternative FormatsFull reference: Bernard Knox, "Introduction" in The Three Theban Plays: Antigone, Oedipus the King, Oedipus at Colonus, trans. Robert Fagles, ed. Bernard Knox (Penguin: 1984), pp. 75-82. 
Week 7 - selected extracts from Aristotle's Poetics in the Norton Critical Edition of Oedipus Tyrannos.
 Aristotle's Poetics Aristotle's Poetics - Alternative FormatsFull reference: Aristotle, "From The Poetics" in Oedipus Tyrannos, trans. and eds. Luci Berkowitz and Theodore F. Brunner (Norton: 1970), pp. 133-153.
Week 8 - Terry Eagleton's book chapter, "A Theory in Ruins", in Sweet Violence. The Idea of the Tragic (includes a critical reading of Miller's A Death of a Salesman).
 Eagleton's "A Theory in Ruins" Eagleton's "A Theory in Ruins" - Alternative FormatsFull reference: Terry Eagleton, Sweet Violence. The Idea of the Tragic (Blackwell, 2002), pp. 1-22; 98-100.
Week 9 - Elaine Aston's "Moving Women Centre Stage" (includes a discussion of gender and tragedy).
 Aston's "Moving Women Centre Stage" Aston's "Moving Women Centre Stage" - Alternative FormatsFull reference: Elaine Aston, "Moving Women Centre Stage: Structure of Feminist-Tragic-Feeling" in Journal of Contemporary Drama in English, vol. 5, no. 2 (2017): 292-310.
Failure to express yourself clearly, logically, and in your own words will mean an automatic fail for the assessment. (See “Presentation” criterion below.)
Marking Criteria:
Criteria High Distinction Distinction Credit Pass Fail Relevance Focused throughout; insightful, clear, and highly persuasive answer. Able to successfully compare texts and characters at the level of ideas. Particularly well focused and clear. Persuasive answer throughout. Able to compare texts and characters at the level of ideas. Mostly focused and relevant. Some clarity and persuasion. Answer lacks depth. Able to make some comparison between texts and characters. Generally, in the right direction, but answer lacks persuasion and depth. Some comparison evident between texts and/or characters, but not always relevant. Off track; fails to answer the question and/or compare texts. No persuasion. Too descriptive. No attempt at comparison either between texts or characters.
Structure and coherence of argument Excellent thesis statement that is succinctly and creatively developed across each topic point and paragraph. Cohesion throughout. Strong thesis statement; convincingly developed across each topic point of each paragraph. Generally cohesive throughout. Sound thesis statement; well- developed across each topic point of each paragraph. Some cohesion. Weak thesis statement; some development across essay. Paragraphs are incohesive at times and lack structure. No thesis statement; paragraphs and ideas lack cohesion and cogency. Lacking structure.
Demonstrated understanding and application of concepts and features of Drama Module Accurate, insightful, and sophisticated understanding of concepts and features of the drama module. Comprehensively applied to an in- depth examination of primary texts. Strong and accurate understanding of concepts and features of the drama module. Convincingly applied to an examination of the primary texts. Sound understanding of concepts and features of the drama module. Able to examine and apply to a reading of primary texts. Reasonable, but superficial understanding of the concepts and features of the drama module. Able to apply to a reading of drama, with minor examination. Inaccurate and/or incomplete understanding of the concepts and features of the drama module. Unable to apply to a reading of primary texts and/or make meaning out of the application.
Use of evidence and secondary critical readings Full command of 1 or more critical texts; a broad range of pertinent quotations used in an original, supporting and accurate way. Full command of 1 or more critical texts; a range of well-chosen and relevant quotations integrated accurately into the essay. Sound command of 1 critical text; claims usually supported by quotations and some paraphrase. Not always engaging well with scholarly ideas. Reasonable command of 1 critical text; not always relevant to claims; poorly integrated and interpreted. Use of websites, and/or no critical texts. Treatment of scholarly critical readings as primary texts. Unable to integrate or interpret.
Presentation (writing and referencing) (P/F) Fluent and subtle use of expression, grammar, spelling and punctuation. Sentences are sophisticated. Accurate referencing and bibliography. Sound expression – little, or no grammatical errors. Sentences makes sense. Consistent and full referencing and bibliography. Correct use of grammar, spelling, punctuation. Sentences make sense. Adequate referencing and bibliography.
Generally well written; notable cohesion, but occasional awkward expression, punctuation, and spelling. Incomplete or inconsistent referencing and bibliography. (Minimum writing standard)
Recurring grammatical and expression errors, limited vocabulary – does not minimum writing standards. Sentences are difficult to understand. Inaccurate or absent referencing and bibliography.

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