Research Project/Paper for Gifted Language Arts – Kling 2013
1. Students will read a novel or play of their choice.
Strongly suggested novels/plays:
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Beloved… Toni Morrison
A Farewell to Arms… Ernest Hemingway
The Heart is a Lonely Hunter…Carson McCullers
I Know Why the Caged Bird Sings… Maya Angelou
A Separate Peace... John Knowles
Native Son…Richard Wright
The Color Purple…Alice Walker
As I Lay Dying… William Faulkner
The Ox-Bow Incident… Walter Van Tilburg Clark
Slaughterhouse Five…Kurt Vonnegut
One Flew Over the Cuckoo’s Nest…Ken Kesey
Their Eyes Were Watching God… Zora Neale Hurston
The Catcher in the Rye… J. D. Salinger
The Bell Jar… Sylvia Plath
A Streetcar Named Desire… Tennessee Williams
East of Eden… John Steinbeck
The Joy Luck Club... Amy Tan
No more than three students per class per novel; novel choices will be finalized (by lottery if
need be!) by Monday, March 4th.
On Friday, March 22nd, students will take a 100 question selected response test on their novels.
Should a student receive a 73 or lower on this exam, they will have to retake it. If the grade doesn’t
improve, they’ll have to explain how they managed this feat after having read the novel.
Should students wish to choose a novel not on this list, the novel must be approved by me (and
the LA consortium) and students must prepare a 25 question multiple choice test. This assignment will
be due on Monday, March 25th. A key must be provided designating page #s from the text where the
correct answers are to be found and created tests must meet the following guidelines:
14 RULES FOR WRITING MULTIPLE-CHOICE QUESTIONS
Adapted from a text prepared by Timothy W. Bothell, Ph.D. at BYU
1. Use Plausible Distractors (wrong-response options)
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Only list plausible distractors, even if the number of options per questions.
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Write the options so they are homogeneous in content.
2. Use a Question Format – Experts encourage multiple-choice items to be prepared as questions (rather than incomplete
statements). Incomplete Statement Format: The capital of California is in… NO Direct Question Format: In which of the following
cities is the capital of California?
3. Emphasize Higher-Level Thinking
4. Keep Option Lengths Similar
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Avoid making your correct answer the long or short answer.
5. Balance the Placement of the Correct Answer
6. Be Grammatically Correct
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Use simple, precise and unambiguous wording.
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Students will be more likely to select the correct answer by finding the grammatically correct option.
7. Avoid Clues to the Correct Answer (Mr. Kling often ignores this rule!)
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Avoid extremes – never, always, only
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Avoid nonsense words and unreasonable statements.
8. Avoid Negative Questions
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88% of testing experts recommend avoiding negative questions
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Students may be able to find an incorrect answer without knowing the correct answer.
9. Use Only One Correct Option (Or be sure the best option is clearly the best option)
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The item should include one and only one correct or clearly best answer.
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With one correct answer, alternatives should be mutually exclusive and not overlapping.
10. Give Clear Instructions
Mr. Dana Kling, Brookwood High School
Research Project/Paper for Gifted Language Arts – Kling 2013
11. Use Only a Single, Clearly-Defined Problem and Include the Main Idea in the Question
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Students must know what the problem is without having to read the response options.
12. Avoid the “All the Above” Option
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Students merely need to recognize two correct options to get the answer correct.
13. Avoid the “None of the Above” Option
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You will never know if students know the correct answer.
2. Concurrently, students will choose a contemporary (relatively) American poet and read at least
thirty to forty poems by that poet – if not more! There will be a listing of American poets to consider
on my webpage. Students must choose their poet by Tuesday, March 12th. Poets must be okayed
by Mr. Kling – to pass the Jewel and Tupac test. Be aware, too, that you will have to research these
poets – so, the more famous, the more “canonized” – the easier it will be to find materials. Students
will choose three poems by that author that they would “anthologize” in a textbook. Each of these
three poems will be mapped – visually indicating at least 7 (seven) poetic/literary devices
concerning each poem. Below the mapped poem, students will write a detailed paragraph or two
concerning the poem’s theme/meaning and why they choose that poem. This “anthology” will
look like a published work and include bogus publishing information as students will be using their
critiques in a later paper. This anthology is due (deadline!) on Thursday, March 28th.
Rubric Considerations for Anthology:
Mapping considerations: Choice of literary elements should include basic – alliteration, rhyme scheme – and more sophisticated
choices – allusions explained, enjambment choices analyzed – to receive all 10 points.
Rationale considerations: Students are asked to write a detailed paragraph or two concerning the poem’s theme/meaning and
why they chose that poem as representative of their poet.
Cover Page
Poem #1 Mapping
Poem #1 Rationale (Both questions addressed thoughtfully)
Poem #2 Mapping
Poem #2 Rationale (Both questions addressed thoughtfully)
Poem #3 Mapping
Poem #3 Rationale (Both questions addressed)
Professionalism of Presentation / Thoughtfulness of choices
_____ / 10
_____ / 10
_____ / 15
_____ / 10
_____ / 15
_____ / 10
_____ / 15
_____ / 15
TOTAL
3. Students then will be asked to write a poem in the voice of their researched poet concerning a
character, theme, or other aspect of their chosen novel. The poem should reflect some aspect of
the novel constructed cohesively with style of your chosen poet in mind. It can be a commentary,
but it must specifically address some aspect of the story. It could mimic the style of a specific poem
by their chosen poet. It cannot be a parody – at least not on purpose! The poem must be a
minimum of sonnet length (or four short stanzas). Please include your poet’s name and your chosen
novel on your final copy. This poem is due on Friday, April 5th.
4. We will be in the library/computer labs doing research when we return from spring break. (There will
be “output” requirements on these days!). In lieu of the traditional note cards, students will be
required to keep a digital record in EasyBib of the notes taken from their sources – these
compiled/printed notes will comprise the appendix of the final paper. Students will be responsible
for 25 virtual notecards gathered in 4 “groups”: “poets’ style” (10 cards here), “poet’s biography,”
“novel and novelist connections,” and one designation decided upon by the student. These
Mr. Dana Kling, Brookwood High School
Research Project/Paper for Gifted Language Arts – Kling 2013
notecards will be checked via email (quiz grade) on Monday, April 15th – though most of you will
have completed these by Friday, April 5th.
--- Spring Break! --5. Students will write a faux English Journal essay (5-6 pages) discussing their created poem’s
authenticity and relevance to both their chosen poet and their novel. They will be required to cite
their own work from their “anthology” critiques in their papers – they will essentially be quoting their
own academic texts. Students must include 20 (twenty) citations (8 direct (6 short, 2 long) and 12
paraphrased) from their research on their poet, novel, and novelist obtained from 4 (four)
databases, 2 (two) websites, and 4 (four) physical texts. Phew! MLA format will be expected! A
great website: http://owl.english.purdue.edu/owl/resource/557/01/ A few guidelines to remember:
Two of your texts will be your novel and created anthology, so, technically, only two physical texts
are needed to bolster your notes. The following websites may not be cited: Sparknotes.com,
Shmoop.com, or Wikipedia.com
6. This paper is due on Friday, April 26th (with two bonus points added) or Monday, April 29th (no bonus
points added). Then you will patient with Mr. Kling as he realizes that, at this LATE date, he has 100+
of these to read/evaluate. The paper should be whole-punched and placed in a folder with brads
in the following order: Cover page, original poem, MLA formatted paper, Works cited. In the back
pocket of the folder: anthology, appendix (all notecards printed).
Novel Chosen
Poet Chosen
Multiple Choice Test Administered
(or) MC Test Created
Anthology
Library/Computer Lab Research
Original Poem
Notecards Completed/Checked
Final Paper
DUE DATE REVIEW
Monday, March 4th
Monday, March 12th
Friday, March 22nd
Monday, March 25th
Thursday, March 29th
Week of 4/1-4/5
Friday, April 5th
Monday, April 15th
Friday, April 26th (2 points bonus!)
Monday, April 29th (Absolute DEADline – an oxymoron)
Important note: Because this is a long-range project, the five-day policy does not apply. The stages in
the research process, including the final paper, will be completed on the assigned dates and handed
in, whether the student is at school or not. These stages will not be accepted more than two days late.
Ten points will be deducted each day for late work. Work is due by the end of the class and considered
late after the final bell rings to end the class. Plan. Please.
If a student knows s/he is going to miss school on a due date, s/he should submit her/his work early. If a
student is absent the day any stage of the research process is due, s/he must have that material
delivered to Mr. Kling by the end of school that day.
Mr. Dana Kling, Brookwood High School
Research Project/Paper for Gifted Language Arts – Kling 2013
STUDENT NAME:
Citations:
12 paraphrased citations (___ / 16 points)
6 short quote citations
(___/ 8 points)
2 long quote citations
(___ / 4 points)
Works Cited:
(correctly referenced and formatted)
Appendix (Source/Notes Cards):
_____ / 28
TOTAL for standard MLA citation requirements: (nearly 40%)
_____ / 38
CATEGORY
Focus on Topic
(Content)
(X2.75)
____ / 22
Organization
____ / 8
Style/Voice
Considerations
(X1.25)
____ / 10
CATEGORY
Use of sources
____ / 10
CATEGORY
Mechanics / Word
Choice / MLA
formatting of paper
____ / 12
8
7 6
5 4
_____ / 5
_____ / 5
3 2 or LESS
The focus on the
original poem is
maintained throughout
with engaging,
researched, and
thoughtful arguments
as to its authenticity –
reflective of both novel
and (poet)’s style.
The focus on the
original poem is
maintained with few
tangents and with
convincing and
thoughtful arguments
to its authenticity –
though emphasis on
one aspect of the
synthesis is highlighted
more than the other.
The focus is a bit
haphazard; arguments
as the poem’s
authenticity are
simplistic and overt.
The poem’s authenticity
is not the focus of the
paper. The paper
tends to ramble from
poem, poet, to novel.
Details are placed
entirely in a logical
order and are
presented effectively,
keeping the reader
engaged.
Details are placed in a
logical order, but are
presented / introduced
formulaically and are
uninspired.
Some details are not in
a logical or expected
order, distracting the
reader.
Many details are not in
a logical or expected
order. There is little
sense that the writing is
organized.
All sentences sound
natural and are easyon-the-ear when read
aloud. Each sentence is
clear and has an
obvious emphasis.
Most sentences sound
natural when read
aloud, but 2 or 3 are
stiff and awkward or
difficult to understand.
Some rereading
required.
Some sentences sound
natural, but several are
stiff and awkward or
are difficult to
understand even after
rereading.
The sentences are
difficult to read aloud
because they sound
awkward, are
distractingly repetitive,
or difficult to
understand.
10
9 8
Citations made with
many (8+) sources. The
citations are spread
throughout the text and
provide many
connections between
the original poem and
poet/novel.
12
Citations made with (57) sources; a reliance
on 2-3 sources is
demonstrated,
however. Citations
provide only references
to poet/novel.
11 10
No (or very close to
none – 11)
grammatical, spelling,
punctuation, or MLA
formatting errors
7 6
Some grammatical,
spelling, punctuation,
or MLA formatting
errors
5 4 or LESS
Citations made with
few sources; one
source used primarily.
Some references are
not found in WC.
Sources provide cursory
research about either
the poet or the novel.
9 8
Only one source cited.
Many problems with
citations and WC
referents.
7 6 OR LESS
Many grammatical
spelling or punctuation
errors with some
interference of
meaning. MLA
formatting ignored.
Severe grammar errors
that interfere with
meaning. Sad.
____/ 62
TOTAL:
Notes:
Mr. Dana Kling, Brookwood High School