pickering high school • eng4u • grade 12 university ... · pdf fileindependent study...

Independent Study UnitName: __________________________

1st Novel: ________________________________

1st Author: ________________________________

2nd Novel: ________________________________

2nd Author: ________________________________

Select two texts from the list provided by your teacher. Using these texts, you will complete three assignments. In case of an absence due to illness, a doctor’s note must be submitted on the day the student returns.

In-Class Journal: Using your first text, you will complete an in-class journal that will ask you to critically analyze one element of literature (character, theme, setting, mood, or conflict).

Oral Journal: Using your second text, you will orally analyze an element of literature that will be different than your in-class journal. Your ability to orally communicate and analyze will be the focus of this assignment.

Comparative Essay: Using both texts, you will write a comparative essay analyzing one element of literature. This will be a formal essay following MLA guidelines.









Components

1. In-Class Journal (first novel)2. Essay (submit to TurnItIn.com)5. Oral Journal (second novel)

Category | % of Final Mark

Thinking/Inquiry | 8%ISU | 10%

Application | 6%

Due Dates

March 25, 2015May 19, 2015

May 25 – 29, 2015

Please Note: It is your responsibility to ensure there is no conflict on the day of your presentation, as they cannot be changed due to time constraints in the course. All components of the ISU have non-negotiable deadlines.

Pickering High School • ENG4U • Grade 12 University English

Atwood, Margaret. Alias Grace The Robber Bride Oryx and Crake A Handmaid’s Tale * SurfacingAusten, Jane Pride and PrejudiceBronte, Emily Wuthering HeightsCamus, Albert The StrangerCohen, Matt Elizabeth and AfterCook, Robin OutbreakDinesen, Isak Out of AfricaDickens, Charles Great ExpectationsDonoghue, Emma RoomEugenides, Jeffery MiddlesexFindley, Timothy The Wars* Telling of Lies Headhunter Piano Man’s DaughterFlaubert, Gustav Madame BovaryFlynn, Gillian Gone GirlFrazer, Charles Cold MountainFowles, John The CollectorGreen, Graham Brighton RockGregory, Philippa The Other Boleyn GirlGruen, Sara A Water for ElephantsGowda, Shilpa Shilpi Secret DaughterGuterson, David Snow Falling on CedarsHammett, Dashiell The Maltese FalconHesse, Hermann SiddharthaHospital, Janet Turner Oyster*Hosseini, Khaled The Kite Runner A Thousand Splendid SunsIshiguro, Kazuo Remains of the DayJohnson, Wayne The Divine Ryans*Keneally, Thomas Schindler’s ListKingsolver, Barbara The Poisonwood BibleKoch, Herman The DinnerLaurence, Margaret Stone AngelLawrence, D.H. Sons and Lovers Lady Chatterley’s Lover Women in LoveMacDonald, Ann-Marie Fall on Your Knees*Macleod, Alistair No Great MischiefMcInerney, Jay Bright Lights, Big CityMcMillan, Terry Waiting to Exhale*Mistry, Rohinton A Fine BalanceMorgenstern, Erin The Night CircusMunro, Alice Lives of Girls and WomenNabokov, Vladimir LolitaOndaatje, Michael In the Skin of a Lion The English Patient Anil’s GhostOrwell, George Burmese DaysProulx, E. Annie The Shipping NewsPullinger, Kate The Mistress of NothingRicci, Nino Lives of the SaintsRich, Roberta The Midwife of VeniceRichards, David Adams Mercy Among the ChildrenRichler, Mordecai Barney’s VersionRogan, Charlotte The LifeboatRoy, Arundhat The God of Small ThingsRushdie, Salman The Ground Beneath Her FeetSebold, Alice The Lovely BonesSelvadurai, Shyam Cinnamon Gardens*

Funny Boy* Swimming in the Monsoon SeaShute, Nevil On the BeachSchlink, Bernhard The Reader*Smiley, Jane A Thousand AcresSteinbeck, John The Grapes of WrathTan, Amy The Joy Luck Club The Kitchen God’s WifeTurow, Scott Presumed Innocent*Vanderhaeghe, Guy The Englishman’s Boy

HomesickWalker, Alice Meridian*Wells, H. G. The Time MachineWillis, Connie BlackoutWinter, Kathleen AnabelYoung, William P. The Shack

Plays/Playwrights (800s Literature)

Albee, Edward Who’s Afraid of Virginia Woolf?Bolt, Robert A Man for All SeasonsIbsen, Henrik A Doll’s House/Hedda GablerPinter, Harold The HomecomingPirandello, Luigi Six Characters in Search of an AuthorShaw, Bernard Saint JoanWilliams, Tennessee A Streetcar Named Desire Glass MenagerieWilder, Thorton Our Town

*contains material that may be offensive to some readers

January 2015 (89)

Book List Grade 12 University ISU Novels/Plays

Search for these titles with ease…using the IPAC. You can type “Grade 12 ISU” to view the entire list of titles and see

what is available.

The Assignment

Note-taking is an integral part of the study of a novel/play and response journals provide a way for readers to write about their reactions to something they have read. In the journal, students are asked to critically analyze one literary element and make connections to their first ISU text. Students will be allowed to use post-it notes in their text to write the journal. A minimum of 3 quotations to support the analysis will be required.

What is Analysis?

• developing and explaining interpretations of the text by synthesizing and evaluating• insightfully supporting your interpretations• An example of an analytical statement is: “The main theme of morally careless materialism is

symbolized by the recurring motif of dangerous and drunk driving.”

The Format

• Mention the title of your ISU text early in the response• Avoid redundancies in the response• Be concise• You may use first person, but the language must be academic• Embed at least three quotations from the beginning, middle and end of the text• DO NOT SUMMARIZE THE PLOT.

Character

• An analysis of the main character (attitude, philosophy, motivation)• Relationship with others• A character as a symbol or representation of an idea• How the author develops characterization, or the revelation of character traits• Does a character speak for the author? Reveal or represent themes?• Does the character change as a result of the events in the text? How?• Personal Connection: What does the text have to do with you personally?

Setting

• How is the theme developed through the use of setting(s)?• What is the setting’s impact on character(s), their actions, attitudes, etc.?• What is the setting’s impact on the struggles or conflicts that exist?• Are aspects of the setting symbolic?• Does the author use figurative language to help create the setting? Is it effective?• Do recurring images run through the novel? Explain the purpose of each.• Personal Connection: What is your overall reaction to the text in relation to setting?

Theme

• What is the central purpose of the story?• Is the author making a moral statement?

I.S.U. Component One • In-Class Journal

ISU In-Class Journal Evaluation

Name: __________________________________________________

Content 1 2 3 4 5 6 7 8 9 10

Personal Connections 1 2 3 4 5

Style/Mechanics 1 2 3 4 5

Total /20

• What is (s)he saying about life? How is the theme portrayed?• Why did the author write this story? What message did (s)he want to express?• How is the theme revealed through the other literary elements? Does the setting contribute to the

theme? Does the conflict involve a greater message that applies to the human condition?• Personal Connection: What is your overall reaction to the text in relation to theme?

Mood

• A description of mood as it appears throughout the work or within a specific section of the work• An analysis of how the author achieved this mood (setting, dialogue, humour, irony)• An explanation of the impact of the mood on the work’s theme or on other literary elements• Personal Connection: How much does the text agree or clash with your view of the world and

what you consider right and wrong?

Conflict

• What is the central conflict and what type of conflict is it (i.e. person vs. person)?• What are the minor conflicts and how do they relate to the central plot?• What events contribute to the working out of the conflict?• Where does the climax occur? Is it effective?• What does the resolution of the conflict reveal about the author’s main messages or themes?• What is the incident that triggers the conflict?• Personal Connection: How well does the text address things that you care about and consider

important in the world?

4

I.S.U. Component One • In-Class Journal

The Assignment

Using your second ISU novel, you will deliver an 8-‐10 minute oral presenta<on. This presenta<on will follow the same criteria as your first journal but will focus on a different element of literature.

What is Analysis?

• developing and explaining interpretations of the text by synthesizing and evaluating• insightfully supporting your interpretations• An example of an analytical statement is: “The main theme of morally careless materialism is

symbolized by the recurring motif of dangerous and drunk driving.”

The Format

• At the beginning, include the author and <tle of your ISU text, the literary element you will be analyzing and a one-‐sentence synopsis of your text

• No plot summaries, instead focus on analysis

• Avoid redundancies

• Be concise

• You must address 3 bulleted points from below

• Use at least three quota<ons from the text to support your analysis – one quota<on must be from the beginning, one from the middle and one from the end

• This will be a Socra<c Seminar (i.e. technology free)

• Talking points may be used

Character

• An analysis of the main character (attitude, philosophy, motivation)• Relationship with others• A character as a symbol or representation of an idea• How the author develops characterization, or the revelation of character traits• Does a character speak for the author? Reveal or represent themes?• Does the character change as a result of the events in the text? How?

Setting

• How is the theme developed through the use of setting(s)?• What is the setting’s impact on character(s), their actions, attitudes, etc.?• What is the setting’s impact on the struggles or conflicts that exist?• Are aspects of the setting symbolic?• Does the author use figurative language to help create the setting? Is it effective?

I.S.U. Component Three • Oral Journal

ISU Oral Journal Evaluation

Name: __________________________________________________

Analysis (three bulleted points are insightfully analysed and well-supported by three effective quotations)

1 2 3 4 5 6 7 8 9

Presentation Skills (eye contact, pacing, intonation, articulation, projection, body language, use of academic diction)

1 2 3 4 5

Familiarity of Material (ability to convey information without external assistance)

1 2 3

Total /17

• Do recurring images run through the novel? Explain the purpose of each.

Theme

• What is the central purpose of the story?• Is the author making a moral statement?• What is (s)he saying about life? How is the theme portrayed?• Why did the author write this story? What message did (s)he want to express?• How is the theme revealed through the other literary elements? Does the setting contribute to the

theme? Does the conflict involve a greater message that applies to the human condition?

Mood

• A description of mood as it appears throughout the work or within a specific section of the work• An analysis of how the author achieved this mood (setting, dialogue, humour, irony)• An explanation of the impact of the mood on the work’s theme or on other literary elements

Conflict

• What is the central conflict and what type of conflict is it (i.e. person vs. person)?• What are the minor conflicts and how do they relate to the central plot?• What events contribute to the working out of the conflict?• Where does the climax occur? Is it effective?• What does the resolution of the conflict reveal about the author’s main messages or themes?• What is the incident that triggers the conflict?

6

I.S.U. Component Three • Oral Journal

Using both of your ISU texts, complete a formal comparative literary essay. This will be an analysis of significant literary elements in both texts. Your essay must follow a logical progression and use direct quotations and examples as support for your arguments. Current MLA guidelines must be followed. In case of an absence due to illness, a doctor’s note must be submitted on the day the student returns. This essay must be submitted electronically to TurnItIn.com by the submission due date. Two peer edits must be completed and checked by the teacher for process marks. These edits must be kept by the student until the final essay is marked and returned, in the event the teacher needs to refer to them again.

Length of Essay: maximum of 3 double-spaced typed pages

What Do I Submit?

Be sure to submit ALL of the following items on the due date:

• Final good copy of essay with Works Cited• Good copy submitted electronically to TurnItIn.com

I.S.U. Component Two • Final Essay

Reminders for Academic Writing:• Formal Language, No Contractions, Third Person, Present Tense• Use logical arguments, not emotional or plot-based arguments

Outline is to be a maximum of two (2) typed pages. Use the MLA heading and page number format. Follow the exact formatting, headings, and spacing, as demonstrated in the template below.

Work A & author: use proper MLA title format! ! Work B & author: use proper MLA title formatTopic: the subject matter dealt with in the essay (e.g., conflict developing character)

IntroductionHook: general statement on the topic (see “Introductory Techniques • The Hook”)Thesis: specific statement; must be a clear, arguable, relevant statement (c.a.r.s.) based on your topic.

Body ParagraphsArgument 1: topic sentence is based on an aspect or subtopic; must also be c.a.r.s., support the thesis, and be worded differently than in the introduction and conclusion paragraphs.

Example 1: as an embedded quotation from Work A. Embedding provides the context for the quotation and necessitates using a snippet of text from another source. Include MLA citation.Explanation: 1-2 sentences to give an idea of how you will be explaining how or why this example relates to the topic sentence

Example 2: as an embedded quotation from Work B. Embedding provides the context for the quotation and necessitates using a snippet of text from another source. Include MLA citation.Explanation: 1-2 sentences to give an idea of how you will be explaining how or why this example relates to the topic sentence

Significance: state the significance of the comparison and how it relates back to your thesis

Argument 2: Repeat format, headings, and spacing as demonstrated above in Body Paragraph 1.

Argument 3: Repeat format, headings, and spacing as demonstrated above in Body Paragraph 1.

ConclusionThesis: restate in different wordsArgument 1: restate in different wordsArgument 2: restate in different wordsArgument 3: restate in different wordsSynthesis: Explain how and why the topic sentences support your thesisCommentary: End with an insightful, thought-provoking comment that links your thesis with a broader issue.

Essays Concise Outline for a Comparative Essay in AB Format

Reminders for Academic Writing:• Formal Language, No Contractions, Third Person, Present Tense• Use logical arguments, not emotional or plot-based arguments

Outline is to be a maximum of two (2) typed pages. Use the MLA heading and page number format. Follow the exact formatting, headings, and spacing, as demonstrated in the template below.

Topic:

INTRODUCTIONHook:

Specific statement (thesis):

Body1st main point (as a statement)

Example 1 (Work A):

Example 2 (Work B):

Significance of Comparison:

2nd main point (as a statement)

Example 1 (Work A):

Example 2 (Work B):


3rd main point (as a statement)

Example 1 (Work A):

Example 2 (Work B):


CONCLUSION: Restate thesis in different words and add a thought-provoking idea.

Essays Concise Outline for a Literary Essay

Titles of literature being compared:

1. ______________________________________________________________________________

2. ______________________________________________________________________________

MLA entry for Works Cited page for each piece of literature:

1. ______________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

2. ______________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Thesis Statement:

Topic: ___________________________________________________________________________

Purpose: _________________________________________________________________________

Working Thesis statement:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Essays Comparative Essay Planner

Literary Work 1 for (title of second literary piece): ______________________________________ Aspect #1: _______________________________

Explanation (in point form)- what is this aspect and how does this aspect support the purpose of your thesis?

Support (in the form of direct or indirect quotations for each point in your explanation).Be sure to include references (i.e., page numbers or act, scene, and line numbers).

Literary Work 2 for (title of second literary piece): ______________________________________Aspect #1: _______________________________




Name of Assessor: _____________________________________________________________

Category 4 -Above Standards

3 -Meets Standards

2 -Approaches Standards

1 -Below Standards

Score

Hook

Thesis StatementArguments

Evidence & Examples

Sequencing

Transitions

Closing Paragraph

Sources

Sentence Structure

Grammar & Spelling

Capitalization &Punctuation

OverallImpression

The introductory paragraph has a strong hook.

The introductory paragraph has a hook.

The introductory paragraph has an irrelevant hook. Improvement is necessary.

The introductory paragraph is not interesting AND is not relevant to the topic.

The thesis statement is very clearly identified.

The thesis statement is identified.

The thesis statement is somewhat identified.

The thesis statement is not identified.

There are 3 strong and valid arguments.

Includes 3 arguments that could be more clearly stated.

There are 1-2 arguments that are somewhat valid. 3 valid arguments are needed.

Arguments are not clearly stated and improvement is necessary.

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author’s position.

Evidence and examples are NOT relevant AND/OR are not explained.

A/B format is well developedArguments and support are provided in a logical order that makes it easy and interesting to follow the author’s train of thought.

A/B format is consistent.Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author’s train of thought.

A/B format is inconsistent.A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.

Not structured in A/B format.Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.

A variety of thoughtful transitions are used. They clearly show how ideas are connected.

Transitions show how ideas are connected, but there is little variety.

Some transitions work well, but some connections between ideas are fuzzy.

The transitions between ideas are unclear OR nonexistent.

The conclusion is strong and leaves the reader solidly understanding the writer’s position. Effective restatement of the position is evident and a thought-provoking comment is included.

The conclusion is recognizable. The author’s position is somewhat restated and there is a thought-provoking statement.

The author’s position is not clearly stated and there is no thought-provoking comment.

There is no conclusion–the paper just ends.

All sources used for quotes, statistics and facts are credible and cited correctly.Works Cited includes at least 2 sources and is formatted correctly

All sources used for quotes, statistics and facts are credible and most are cited correctly.Works Cited includes at least 2 sources and is mostly correct

Most sources used for quotes, statistics and facts are credible and cited correctly.Works Cited includes less than 2 sources

Many sources are suspect (not credible) AND/OR are not cited correctly. Be careful to avoid plagiarism.Works Cited is incorrect or absent

All sentences are well-constructed with varied structure.

Most sentences are well-constructed and there is some varied sentence structure in the essay.

Most sentences are well-constructed, but there is no variation in structure.

Most sentences are not well-constructed or varied.

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Author makes 3-4 errors in capitalization and/or punctuation that catch the reader’s attention and interrupt the flow.

Author makes several errors in capitalization and/or punctuation that catch the reader’s attention and interrupt the flow.

Essay is excellent but still may need a couple of improvements.

Essay is good but needs a few minor improvements.

Essay is okay but needs some improvements.

Essay needs a lot of improvements.

Rubric Senior Essay Peer or Self-Assessment /48

pickering high school • eng4u • grade 12 university ... · pdf fileindependent study...

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