Grade 12 University English
Culminating Performance Task – 10% of Final Mark
The CPT is a sustained and in-depth study in which you will read, respond to, and reflect upon literature that connects to the theme of
Self-Actualization and Northrop Frye’s theories as discussed in his lectures “The Motive for Metaphor” and “The Singing School”
While exploring the text, the ultimate goal is to discover, experience, and reveal the value of literature, and thus, explore its importance to
the individual and to society. You will follow the steps of the Culminating Activity as outlined below and be mindful of the expectations
and due dates.
PART A: Choose a novel that presents the theme of self-actualization
PART B: Literary Significance Notes
PART C: Conference with Teacher
PART D: Seminar Presentation
PART A: Select Novel
Students must select a novel relating to theme of self-actualization from the school, public library or bookstore. The novel must be
approved by the teacher/librarian. Students must read the novel in its entirety. Each student must select a different novel and a sign-up
sheet will be distributed to prevent duplicate texts within the class. *In the event that you intend to purchase your novel, please
ensure that prior to making the purchase, your novel has been approved by your teacher and that there are not any duplicates*
PART B: Literary Significance Notes
You are asked to divide your novel into EIGHT sections and complete a literary significance note for each section. For each section you
are required to take notes on PLOT, CHARACTER, STYLE, and THEME
REQUIREMENTS AND CONSDIRATIONS FOR EACH LIT SIG NOTE:
Plot:
COMPLETE IN POINT FORM NOTES
For each section provide a brief summary of events and consider the following questions:
 Is there evidence of foreshadowing?
 Does a catastrophe occur?
 Is suspense created?
 Are supernatural forces at work?
 Is comic relief evident?
Character:
ALL CHARACTERS WHO APPEAR REFERRED TO IN EACH SECTION MUST BE ANALYSED
Does the character:
 Reveal another character’s personality? Create conflict?
 Reveal a relationship between characters (foils)?
 Create pathos?
Style:
PROVIDE 3 EXAMPLS OF STYLE. A quotation with page number must be included with an explanation and analysis of the
quotation.
Do any events, objects, settings, dialogue, or narrative descriptions
 Create irony?
 Involve symbolism? Create Imagery? (light/dark, plant, clothing)
 Use a rhetorical device (analogy, metaphor, simile, etc)?
Theme:
PROVIDE 2 EXAMPLES OF THEME. A quotation with page number must be included with an explanation of the theme evident
in the quotation.
Develop a list of themes. Does the reading section
 Reveal or illustrate one of the themes of the work?
Part C: Conferences
Over the course of this project you will meet with your teacher to discuss your ideas for your seminar and determine your progress in the
CPT. You must bring Conference Sheet #1, Conference Sheet #2 and a completed outline.
PART D: Seminar Presentations
In this portion of the CPT, you are to present your ideas in a 20 minute seminar presentation. You must also provide the class with a
handout/brochure or pamphlet outlining the main ideas of your handout.
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A thesis that provides a focus for your seminar. Your thesis statement will compare your CPT novel to one of the texts studied
in class.
Two Arguments – each argument needs a topic sentence that must be clearly outlined on your handout
 Topic sentences need to be comparative in nature, have a clear connection to the thesis and reveal the
topic for the argument
Each argument must include FOUR quotations
 TWO quotations from your CPT novel and TWO Quotations from Fifth Business, Hamlet or A Streetcar
Named Desire must be included for each argument;
 therefore, you will have a TOTAL OF 8 QUOTATIONS
Your seminar must also discuss how your CPT novel can be applied to Frye’s theories studied this semester
 Your discussion can be the topic in your essay, included in your essay as part the development of your
argument or you can discuss his theories as an additional note of discussion in your seminar
Two questions – must be included in your handout – this is intended to encourage class discussion
 You can ask students to make connections to texts studied this semester, Frye, or Jung
 The discussion component should be about 7 minutes and must be academic in nature---this is what
makes a seminar, a seminar—not a presentation
All students will be evaluated on their oral communication skills (e.g. volume, clarity, eye contact) during their seminar, as well
as on their participation in discussions during other seminars
Seminars that are too short or do not cover all material within the period will have marks deducted.
Seminar dates will be chosen at random, so all students must be prepared on the assigned due date.
Timeline
The Culminating Activity will represent the largest single assignment you are required to complete in the course, apart from your final
exam. The following deadlines must be adhered to. The due dates are NON-NEGOTIABLE. Work that is submitted after the
assignment is due will be subject to late penalties: 5% (one day after the due date) and 10% (two days after the due date). Students will
be required to submit assignments that are completely their own original work. Plagiarism is a form of academic dishonesty that will not
be tolerated. Along with a hard copy of each submission, you must also hand in submissions (literary significance notes and
outline) by the due date to turnitin.com
DUE DATES:
BOOK SELECTION: ___________________________________________________
LITERARY SIGNIFICANCE:
PARTS 1-4: __________________________________________________
PARTS 5-8: __________________________________________________
CONFERENCES week of: ______________________________________________
SEMINARS week of: __________________________________________________
Grade 12 University English
CPT – Literary Significance Rubric
Criteria
Below Level 1
Level 1
50-59%
Level 2
60-69%
Level 3
70-79%
Level 4
80-100%
Knowledge and
Understanding
-Information and
ideas, literary
terms, controlling
ideas and themes
Does not contributes
accurate and
relevant information
Literary terms are
inaccurate and
sparse
Lacks any insight
into key issues,
ideas, or themes
Contributes a
limited amount of
accurate and
relevant
information
Uses few literary
terms
Shows limited
insights into key
issues, ideas, or
themes
Contributes a
some accurate
and relevant
information and
ideas
Uses some
literary terms
Shows some
insights into key
issues, ideas, or
themes
Contributes
extensive, precise,
and relevant
information and
ideas
Uses literary
terms effectively
and accurately
Shows a high
degree of insight
into key issues,
ideas, or themes
Thinking
-Use of evidence,
challenging and
extending ideas,
evaluating ideas
(coherence,
relevance,
strengths,
weakness)
Evidence is
irrelevant in
supporting ideas and
arguments
Lacks effectiveness
in extending points
Offers no critical
evaluation of
arguments and ideas
or evaluation and
arguments are
inaccurate
Provides limited
relevant
evidence to
support ideas
and arguments
Shows limited
effectiveness in
extending points
Offers limited
critical
evaluation of
arguments and
ideas
Provides some
relevant
evidence to
support ideas
and arguments
Shows some
effectiveness in
extending points
Offers some
critical
evaluation of
arguments and
ideas
Communication
-Clarity, writing
conventions
Thoughts and feeling
are communicated
with very limited
clarity
Uses language
conventions with
very limited accuracy
and effectiveness.
Thoughts and
feelings are
communicated
with limited
clarity
Uses language
conventions with
limited accuracy
and
effectiveness.
Thoughts and
feelings are
communicated
with some clarity
Uses language
conventions with
some accuracy
and
effectiveness.
Application
Student inaccurately
uses MLA style for
citations and
references
Follows required
MLA style for
few citations and
references
Follows required
MLA style for
some citations
and references
Contributes
considerable
accurate and
relevant
information and
ideas
Uses literary
terms accurately
Shows
considerable
insights into key
issues, ideas, or
themes
Provides
considerable
well-chosen
evidence to
support ideas
and arguments
Show
considerable
effectiveness in
extending points
Offers logical
critical
evaluation of
arguments and
ideas
Thoughts and
feelings are
communicated
with
considerable
clarity
Uses language
conventions with
considerable
accuracy and
effectiveness.
Follows required
MLA style for
most citations
and references
-Citations, references
Provides highly
effective, wellchosen evidence
to support ideas
and arguments
Shows a high
degree of
effectiveness in
extending points
Offers thorough
and insightful
critical evaluation
of arguments and
ideas
Thoughts and
feelings are
communicated
with a high degree
of clarity
Uses language
conventions with a
high degree of
accuracy and
effectiveness.
Follows required
MLA style for all
citations and
references
Grade 12 University English
CPT – Conference Sheet #1
Title of Novel:
_________________________________________________________________________________________
Explain how your novel relates to the theme of Self-Actualization and Frye’s theories:
__________________________________________________________________________________________
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__________________________________________________________________________________________
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What will your creative component and format be for your presentation?
__________________________________________________________________________________________
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__________________________________________________________________________________________
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Questions for the Teacher
__________________________________________________________________________________________
__________________________________________________________________________________________
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Grade 12 University English
CPT Conference – Checklist Rubric
Name: ________________________________
Date: ______________________
KNOWLEDGE Hook for the seminar is creative, grabs the attention of the audience and is appropriate based on the content of
the presentation
R
1
2
3
4
KNOWLEDGE Answers are very detailed and consideration has been made when preparing the conference outline.
R
1
2
3
4
THINKING An overall thorough analysis of the novel
R
1
2
3
4
THINKING Thorough analysis of the novel in relation to the theme of self-actualization
R
1
2
3
4
THINKING The TWO questions to address with the class are appropriate and significant
R
1
2
3
4
COMMUNICATION Introduction, main arguments and conclusion are focused and outlines the main areas of discussion for the
seminar
R
1
2
3
4
COMMUNICATION Student clearly and effectively communicates his or her ideas
R
1
2
3
4
APPLICATION Student applies Frye’s theories to his/her CPT novel
R
1
2
3
4
APPLICATION Every component of the conference is complete.
R
1
2
3
4
APPLICATION Title for the seminar is creative and appropriate
R
1
2
3
4
APPLICATION Visuals have been thought out and are appropriate based on the content of the novel
R
1
2
3
4
Grade 12 University English
Conference Sheet #2:
1. Title of Seminar:
____________________________________________________________________________________
2. Hook (explain in detail) (Time:_________________________________________________):
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Introduction (what points are you going to discuss; what can the class expect throughout your
presentation; you should have a main area of focus) (Time:______________________________):
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. Order of Points and Accompanying Explanation (you should include a brief explanation of how you will
present your point and where visuals might come in) (Time:______________________________):
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
5. Conclusion: (Time:_____________________________________________):
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
6. Two Questions to Pose to Classmates (Time:______________________________________________):
a. _____________________________________________________________________________
_____________________________________________________________________________
b. _____________________________________________________________________________
____________________________________________________________________________
7. Chosen Visual(s) (you should include your visual(s) and how you plan to incorporate them in your
seminar)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Grade 12 University English
CPT Seminar Presentation Rubric
Knowledge and Understanding
Limited thesis/No
thesis. Student is
below expectations
regarding their
connection between
the thesis statement
and the arguments.
Student provides
insignificant insight on
the thesis and the
arguments selected.
/8 marks
Limited thesis. Student
is below expectations
regarding their
connection between
the thesis statement to
the arguments.
Student provides
limited / insignificant
insight on the thesis
and the arguments
selected.
Satisfactory thesis.
Student is working
towards expectations
by attempting to
connect thesis to the
arguments. Student
provides fair insight on
the thesis and the
arguments selected.
Good thesis. Student
meets expectations by
connecting thesis to the
arguments. Student
provides good insight
on the thesis and the
arguments selected.
Excellent thesis.
Student exceeds
expectations by
accurately connecting
thesis to the
arguments. Student
provides exemplary
insight on the thesis
and the arguments are
accurately selected.
4-4.7
4.8-5.5
5.6-6.3
6.4-8
0-3.9
Thinking
Limited /No quotes.
Quotes are insufficient,
do not support the
thesis
Quotes and the
interpretation of the
passage are
limited/below
expectations. Student
must elaborate or
expand upon their
interpretations
/12 marks
Limited quotes that
support the thesis
Quotes and the
interpretation of the
passage are limited.
Student must elaborate
or expand upon their
interpretations
0-5.9
6-7.1
Fair quotes that
support the thesis
Quotes and the
interpretation of the
passage are fair but
student needs to
elaborate or expand
upon their
interpretations
Good quotes that
support the thesis
Good and nicely
analyzed quotes that
interpret the passage
7.2-8.3
8.4-9.5
9.6-12
Limited presentation
skills. Student has
limited proper body
language, eye contact
is limited student voice
is unclear, and quiet.
Tone is limited and
inappropriate for the
presentation. Improper
language,/slang
pronunciation is off,
and present tense is
not used
Fair presentation skills.
Student has fair body
language, eye contact
fluctuates, student
voice is - at times
unclear, and volume
comes and goes. Tone
is fair and relatively
appropriate for the
presentation. Fair
language,
pronunciation is off at
times, and present
tense is not always
used
Considerable
presentation skills.
Student has good and
proper body language,
good eye contact, a
clear, strong, and
articulate voice. Tone
is good and appropriate
for the presentation.
Student meets the
ministry standards.
Good language,
pronunciation and
tense.
Excellent presentation
skills. Student has
excellent and proper
body language,
wonderful eye contact,
a clear, strong, and
articulate voice. Tone
is excellent and
appropriate for the
presentation. Excellent
language,
pronunciation and
present tense.
6-7.1
7.2-8.3
8.4-9.5
9.6-12
Fair secondary
sources, but creativity
is lacking, fair analysis,
class is mildly engaged
Good secondary
sources, nicely
analyzed, engages the
class
Excellent secondary
sources, creative, well
analyzed, generates
and engages the class
4.8-5.5
5.6-6.3
6.4-8
Communications
Weak presentation
skills. Student has
improper body
language, no eye
contact; student voice
is unclear, and quiet.
Tone is inappropriate
for the presentation.
Improper
language,/slang
pronunciation is
inappropriate, and
present tense is not
used.
0-5.9
/12 marks
Application
No secondary sources,
no creativity, limited
analysis, class is not
engaged
0-3.9
Excellent quotes that
support the thesis
Excellent and critically
analyzed quotes that
interpret the passage
/8 marks
Limited secondary
sources, creativity is
lacking, limited
analysis, class is not
engaged
4-4.7