REL 240 – World Religions

Assessment 2: Festival and Holy Day Comparative Report

Many REL 240 units on world religions require students to examine how festivals and holy days express the core ideas of a tradition through lived practice. Assessment 2 asks for a focused, source-based comparison of two festivals or holy days from two different traditions, using course readings and additional scholarly sources. This assignment is designed for consistent use across semesters and supports both academic writing development and comparative analysis skills.

Sample Answer Excerpt (for Guidance)

Many strong REL 240 festival reports begin with a clear statement that Eid al-Fitr in Islam and Diwali in Hinduism both mark transitions in sacred time and public life, yet arise from distinct narratives and theological frameworks. A concise description of practices such as congregational prayer and almsgiving at Eid or lamps, sweets, and family rituals at Diwali creates a foundation for deeper analysis. Students who connect these practices to concepts such as ritual, myth, and community often produce more insightful comparisons. Careful use of a textbook and a peer-reviewed article helps ensure academic accuracy and avoids stereotypes. A clear conclusion that highlights both similarity and difference demonstrates strong comparative understanding.

Follow-up Academic Context

Comparative study of festivals and holy days has become central to teaching world religions because it directs attention to embodied practices rather than abstract belief systems. Festivals provide insight into how religious communities organise time, reinforce values, and express identity through shared actions. By analysing these events, students engage with both textual traditions and lived religion, gaining a more grounded understanding of religious life across cultures (Grimes, 2014).

Assessment Overview

• Course code/title: REL 240 – World Religions / Survey of World Religions

• Assessment label: Assessment 2 – Festival and Holy Day Comparative Report

• Type: Individual written assessment (comparative report)

• Length: 1,500–1,800 words (excluding references)

• Weighting: 25% of final course grade

• Timing: Weeks 6–7 of semester

• Submission format: Word document (.docx), double-spaced, 12 pt font

• Citation style: Chicago or APA (as specified in your course guide)

Assessment Aim

Students will produce a structured comparative report analysing two religious festivals or holy days from different traditions. The aim is to show how each event reflects key beliefs, practices, and ethical values, while developing the ability to compare traditions without oversimplifying differences.

Task Instructions

1. Select Two Festivals or Holy Days

1. Choose two festivals or holy days from two different traditions, such as:

   • Diwali (Hinduism) and Eid al-Fitr (Islam)

   • Vesak (Buddhism) and Easter (Christianity)

   • Passover (Judaism) and Holi (Hinduism)

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2. Confirm your selection with your instructor if required.

2. Source Base

1. Use at minimum:

   • One core textbook chapter for each tradition

   • Two peer-reviewed journal articles or scholarly chapters

   • One primary or practitioner source for each festival

2. Avoid non-academic or generic online sources as main references.

3. Report Structure (1,500–1,800 words)

Section A: Introduction (200–250 words)

1. Introduce both festivals and their traditions.

2. State your comparative focus clearly.

Section B: Festival 1 – Description and Analysis (450–500 words)

1. Describe its place in the religious calendar.

2. Explain key practices and meanings.

3. Interpret practices using academic sources.

Section C: Festival 2 – Description and Analysis (450–500 words)

1. Provide a comparable level of detail.

2. Note differences in context and practice.

Section D: Thematic Comparison (300–350 words)

1. Compare the festivals using at least two shared themes such as:

   • Sacred time and memory

   • Human transformation

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   • Social inclusion and exclusion

2. Identify key similarities and differences supported by sources.

Section E: Reflection on Method (150–200 words)

1. Reflect on the strengths and limits of comparison.

2. Consider how festivals reveal or simplify religious traditions.

Formal Requirements

• 1,500–1,800 words (exclude references; include word count)

• Double-spaced, 12 pt font, standard margins

• Consistent citation style (Chicago or APA)

• Clear academic writing with inclusive language

Marking Rubric (100 marks)

Additional Academic Insight

The study of religious festivals offers a valuable framework for understanding how belief systems are enacted in social and cultural contexts. By focusing on ritual practice, students can observe how communities negotiate meaning, identity, and ethical responsibility through repeated and symbolic actions. This approach aligns with broader developments in Religious Studies that emphasise lived religion and the interpretive analysis of practice as a key dimension of scholarly inquiry (Flood, 2019).

Academic References

• Brodd, J. et al. (2019). Invitation to World Religions. Oxford University Press.

• Flood, G. (2019). The Importance of Religion. Wiley Blackwell.

• Grimes, R. L. (2014). The Craft of Ritual Studies. Oxford University Press.

• Smart, N. (1998). The World’s Religions. Cambridge University Press.

• Ammerman, N. T. (2014). Sacred Stories, Spiritual Tribes. Oxford University Press.

WK_Assignment

Course: REL 240 – World Religions
Upcoming Assessment: Discussion Post – Religion in Everyday Life

Description:
In the following weeks, students are often asked to complete a discussion post exploring how religious beliefs are expressed in everyday practices such as food, dress, or social interaction. This task builds on the festival report by shifting focus from major events to daily lived experiences. Students will apply course concepts such as ritual, identity, and community while engaging with peer responses. The activity strengthens analytical thinking and prepares students for more advanced reflective or research-based assignments later in the course.