Pickering High School • ENG4U • Grade 12 University English
Independent Study Unit
Name: __________________________
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
Category | % of Final Mark
Due Dates
1. In-Class Journal (first novel)
2. Essay (submit to TurnItIn.com)
5. Oral Journal (second novel)
Thinking/Inquiry | 8%
ISU | 10%
Application | 6%
March 25, 2015
May 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 nonnegotiable deadlines.
Book List
Atwood, Margaret.
Austen, Jane
Bronte, Emily
Camus, Albert
Cohen, Matt
Cook, Robin
Dinesen, Isak
Dickens, Charles
Donoghue, Emma
Eugenides, Jeffery
Findley, Timothy
Flaubert, Gustav
Flynn, Gillian
Frazer, Charles
Fowles, John
Green, Graham
Gregory, Philippa
Gruen, Sara
Gowda, Shilpa Shilpi
Guterson, David
Hammett, Dashiell
Hesse, Hermann
Hospital, Janet Turner
Hosseini, Khaled
Ishiguro, Kazuo
Johnson, Wayne
Keneally, Thomas
Kingsolver, Barbara
Koch, Herman
Laurence, Margaret
Lawrence, D.H.
MacDonald, Ann-Marie
Macleod, Alistair
McInerney, Jay
McMillan, Terry
Mistry, Rohinton
Morgenstern, Erin
Munro, Alice
Nabokov, Vladimir
Ondaatje, Michael
Orwell, George
Proulx, E. Annie
Pullinger, Kate
Ricci, Nino
Rich, Roberta
Richards, David Adams
Richler, Mordecai
Rogan, Charlotte
Roy, Arundhat
Rushdie, Salman
Sebold, Alice
Selvadurai, Shyam
Grade 12 University ISU Novels/Plays
Alias Grace
The Robber Bride
Oryx and Crake
A Handmaid’s Tale *
Surfacing
Pride and Prejudice
Wuthering Heights
The Stranger
Elizabeth and After
Outbreak
Out of Africa
Great Expectations
Room
Middlesex
The Wars*
Telling of Lies
Headhunter
Piano Man’s Daughter
Madame Bovary
Gone Girl
Cold Mountain
The Collector
Brighton Rock
The Other Boleyn Girl
A Water for Elephants
Secret Daughter
Snow Falling on Cedars
The Maltese Falcon
Siddhartha
Oyster*
The Kite Runner
A Thousand Splendid Suns
Remains of the Day
The Divine Ryans*
Schindler’s List
The Poisonwood Bible
The Dinner
Stone Angel
Sons and Lovers
Lady Chatterley’s Lover
Women in Love
Fall on Your Knees*
No Great Mischief
Bright Lights, Big City
Waiting to Exhale*
A Fine Balance
The Night Circus
Lives of Girls and Women
Lolita
In the Skin of a Lion
The English Patient
Anil’s Ghost
Burmese Days
The Shipping News
The Mistress of Nothing
Lives of the Saints
The Midwife of Venice
Mercy Among the Children
Barney’s Version
The Lifeboat
The God of Small Things
The Ground Beneath Her Feet
The Lovely Bones
Cinnamon Gardens*
Shute, Nevil
Schlink, Bernhard
Smiley, Jane
Steinbeck, John
Tan, Amy
Turow, Scott
Vanderhaeghe, Guy
Walker, Alice
Wells, H. G.
Willis, Connie
Winter, Kathleen
Young, William P.
Funny Boy*
Swimming in the Monsoon Sea
On the Beach
The Reader*
A Thousand Acres
The Grapes of Wrath
The Joy Luck Club
The Kitchen God’s Wife
Presumed Innocent*
The Englishman’s Boy
Homesick
Meridian*
The Time Machine
Blackout
Anabel
The Shack
Plays/Playwrights (800s Literature)
Albee, Edward
Bolt, Robert
Ibsen, Henrik
Pinter, Harold
Pirandello, Luigi
Shaw, Bernard
Williams, Tennessee
Wilder, Thorton
Who’s Afraid of Virginia Woolf?
A Man for All Seasons
A Doll’s House/Hedda Gabler
The Homecoming
Six Characters in Search of an Author
Saint Joan
A Streetcar Named Desire
Glass Menagerie
Our Town
*contains material that may be offensive to some readers
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.
January 2015 (89)
I.S.U.
Component One • In-Class Journal
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
• 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?
ISU In-Class Journal Evaluation
Name: __________________________________________________
Content
1
2
3
4
5
Personal Connections 1
2
3
4
5
Style/Mechanics
2
3
4
5
1
Total
6
7
8
9
10
/20
4
I.S.U.
Component Three • Oral 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
• 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?
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
6
I.S.U.
Component Two • Final Essay
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
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.
Work A & author: use proper MLA title format! !
Work B & author: use proper MLA title format
Topic: the subject matter dealt with in the essay (e.g., conflict developing character)
Introduction
Hook: 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 Paragraphs
Argument 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.
Conclusion
Thesis: restate in different words
Argument 1: restate in different words
Argument 2: restate in different words
Argument 3: restate in different words
Synthesis: Explain how and why the topic sentences support your thesis
Commentary: End with an insightful, thought-provoking comment that links your thesis with a
broader issue.
Essays Concise Outline for a Literary 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.
Topic:
INTRODUCTION
Hook:
Specific statement (thesis):
Body
1st 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):
Significance of Comparison:
3rd main point (as a statement)
Example 1 (Work A):
Example 2 (Work B):
Significance of Comparison:
CONCLUSION: Restate thesis in different words and add a thought-provoking idea.
Essays Comparative Essay Planner
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: _______________________________
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).
Essays Comparative Essay Planner
Literary Work 1 for (title of second literary piece): ______________________________________
Aspect #2: _______________________________
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 #2: _______________________________
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).
Essays Comparative Essay Planner
Literary Work 1 for (title of second literary piece): ______________________________________
Aspect #3: _______________________________
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 #3: _______________________________
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).
Rubric Senior Essay Peer or Self-Assessment
/48
Name of Assessor: _____________________________________________________________
Category
4Above Standards
3Meets Standards
Hook
The introductory paragraph
has a strong hook.
The introductory paragraph
has a hook.
Thesis
Statement
The thesis statement is very
clearly identified.
The thesis statement is
identified.
Arguments
There are 3 strong and valid
arguments.
Includes 3 arguments that
could be more clearly stated.
Evidence &
Examples
Sequencing
Transitions
Closing
Paragraph
Sources
Overall
Impression
The introductory paragraph
has an irrelevant hook.
Improvement is necessary.
The thesis statement is
somewhat identified.
1Below Standards
The introductory paragraph is
not interesting AND is not
relevant to the topic.
The thesis statement is not
identified.
There are 1-2 arguments that
are somewhat valid. 3 valid
arguments are needed.
All of the evidence and
Most of the evidence and
At least one of the pieces of
examples are specific,
examples are specific,
evidence and examples is
relevant and explanations are relevant and explanations are relevant and has an
given that show how each
given that show how each
explanation that shows how
piece of evidence supports the piece of evidence supports the that piece of evidence
author’s position.
author’s position.
supports the author’s position.
A/B format is well developed A/B format is consistent.
A/B format is inconsistent.
Arguments and support are
Arguments and support are
A few of the support details or
provided in a logical order
provided in a fairly logical
arguments are not in an
that makes it easy and
order that makes it reasonably expected or logical order,
interesting to follow the
easy to follow the author’s
distracting the reader and
author’s train of thought.
train of thought.
making the essay seem a little
confusing.
A variety of thoughtful
Transitions show how ideas
Some transitions work well,
transitions are used. They
are connected, but there is
but some connections
clearly show how ideas are
little variety.
between ideas are fuzzy.
connected.
The conclusion is strong and The conclusion is
The author’s position is not
leaves the reader solidly
recognizable. The author’s
clearly stated and there is no
understanding the writer’s
position is somewhat restated thought-provoking comment.
position. Effective restatement and there is a thoughtof the position is evident and provoking statement.
a thought-provoking comment
is included.
All sources used for quotes,
All sources used for quotes,
Most sources used for quotes,
statistics and facts are credible statistics and facts are credible statistics and facts are credible
and cited correctly.
and most are cited correctly. and cited correctly.
Works Cited includes at least Works Cited includes at least Works Cited includes less than
2 sources and is formatted
2 sources and is mostly
2 sources
correctly
correct
Arguments are not clearly
stated and improvement is
necessary.
Evidence and examples are
NOT relevant AND/OR are
not explained.
All sentences are wellconstructed with varied
structure.
Most sentences are not wellconstructed or varied.
Most sentences are wellconstructed and there is some
varied sentence structure in
the essay.
Author makes no errors in
Author makes 1-2 errors in
Grammar &
grammar or spelling that
grammar or spelling that
Spelling
distract the reader from the
distract the reader from the
content.
content.
Author makes 1-2 errors in
Capitalization Author makes no errors in
capitalization or punctuation, capitalization or punctuation,
&
so the essay is exceptionally but the essay is still easy to
Punctuation easy to read.
read.
Sentence
Structure
2Approaches Standards
Most sentences are wellconstructed, but there is no
variation in structure.
Author makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Author makes 3-4 errors in
capitalization and/or
punctuation that catch the
reader’s attention and interrupt
the flow.
Essay is excellent but still may Essay is good but needs a few Essay is okay but needs some
need a couple of
minor improvements.
improvements.
improvements.
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.
The transitions between ideas
are unclear OR nonexistent.
There is no conclusion–the
paper just ends.
Many sources are suspect (not
credible) AND/OR are not
cited correctly. Be careful to
avoid plagiarism.
Works Cited is incorrect or
absent
Author makes more than 4
errors in grammar or spelling
that distract the reader from
the content.
Author makes several errors in
capitalization and/or
punctuation that catch the
reader’s attention and interrupt
the flow.
Essay needs a lot of
improvements.
Score
•