ENG4U ISU
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 •
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