ENG4U
Unit 1 and 2 Summative Task
Type of Assessment: Project
Purpose of Assessment: Assessment OF Learning
Method of Assessment: KTCA Four Level +/-
K: 25%
T: 25%
C: 25%
A: 25%
Learning Goals:
●
●
●
●
You will read and demonstrate an understanding of a variety of literary,
informational, and graphic texts, using a range of strategies to construct meaning.
You will generate, gather, and organize ideas and information to write for an
intended purpose and audience.
You will demonstrate an understanding of a variety of media texts.
You will use editing, proofreading, and publishing skills and strategies, and
knowledge of language conventions, to correct errors, refine expression, and present
their work effectively.
Reading
Writing
Media
Studies
B1 Reading for Meaning: Read and demonstrate an understanding of a
variety of literary, informational, and graphic texts, using a range of
strategies to construct meaning.
C1 Developing and Organizing Content: Generate, gather, and organize
ideas and information to write for an intended purpose and audience.
C3 Applying Knowledge of Conventions: Use editing, proofreading, and
publishing skills and strategies, and knowledge of language conventions, to
correct errors, refine expression, and present their literary essay effectively;
D1 Understanding Media Texts: Demonstrate an understanding of a variety
of media texts;
Ontario Curriculum Expectations
B1.3
Identify the most important ideas and supporting details in texts, including complex and
challenging texts.
B1.4
make and explain inferences of increasing subtlety and insight about texts, including complex and
challenging texts, supporting their explanations with well-chosen stated and implied ideas from
the texts
C1.2
generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies
and print, electronic, and other resources, as appropriate.
C1.3
locate and select information to fully and effectively support ideas for writing, using a variety of
strategies and print, electronic, and other resources, as appropriate.
C1.5
determine whether the ideas and information gathered are accurate and complete, interesting,
and effectively meet the requirements of the writing task.
C3.7
produce pieces of published work to meet criteria identified by the teacher, based on the
curriculum expectations
D1.2
interpret media texts, including complex or challenging texts, identifying and explaining with
increasing insight the overt and implied messages they convey.
UNIT 1 Summative
Instructions:
There are two components for the Unit 1 summative task. First, you will fill in
research steps 1-3. Second, you will complete the Unit 1 submission: Annotated
Bibliography and MLA Citation Style.
Step One: BRAINSTORMING
Type of Assessment: Classwork
Purpose of Assessment: Assessment FOR Learning
Method of Assessment: Yes/No
To guide you in defining your research topic, answer the table below:
BROAD TOPIC
(List down at least 3 broad topics that interest you/ are significant to you)
1. Swimming
2. Reading
3.
DO A PRELIMINARY SEARCH
(Once you have identified broad topics, you need to have a better understanding of them
by reading some more articles, online journals, and related research studies. List all
problems and topics that arose during your preliminary search)
1.
2.
3.
NARROWED TOPIC
(After getting enough information, you may be able to list some questions or problems
that you want to research. At this stage, you should be able to narrow down a broad topic
into a feasible and manageable research topic.)
1.
2.
3.
FINAL RESEARCH TOPIC
(Choose and finalize your research topic. After all, nothing is more satisfying than
accomplishing something that matters to you.)
REMINDER: After filling in your classwork document (STEP ONE), upload your
classwork in your course folder and wait for your teacher’s feedback.
Step Two: WRITING A THESIS STATEMENT AND
DEFINING THE RESEARCH PROBLEM
Type of Assessment: Classwork
Purpose of Assessment: Assessment FOR Learning
Method of Assessment: Yes/No
After finalizing your research topic, write a thesis statement and define the
research problems you want your research to answer. Remember that it may not
be very simple that it does not need to collect unique data or it does not generate
new information. Your research questions should lead you to a claim that is
debatable.
THESIS
STATEMENT:
This part includes the goal or objective of your study and
the key arguments of your claim.
RESEARCH
QUESTIONS:
List down at least three (3) research questions that lead
to answering your research claim.
It should be
● Focused
● Specific
● Researchable
● Feasible
● Ethical
● Relevant
REMINDER: After filling in your classwork document (STEP TWO), upload your
classwork in your course folder and wait for your teacher’s feedback.
Step Three: DEEPENING YOUR KNOWLEDGE
Type of Assessment: Classwork
Purpose of Assessment: Assessment FOR Learning
Method of Assessment: Yes/No
To help you in seeking information and analyzing literature, follow the format
and outline below. Search and review at least seven (7) literature sources.
Literature # 1
Title:
Author/s:
Year of Publication:
Name of Journal/Publication:
Link: (if applicable)
Notes and relevant findings from
the literature:
Literature # 2
Title:
Author/s:
Year of Publication:
Name of Journal/Publication:
Link: (if applicable)
Notes and relevant findings from
the literature:
Literature # 3
Title:
Author/s:
Year of Publication:
Name of Journal/Publication:
Link: (if applicable)
Notes and relevant findings from
the literature:
Literature # 4
Title:
Author/s:
Year of Publication:
Name of Journal/Publication:
Link: (if applicable)
Notes and relevant findings from
the literature:
Literature # 5
Title:
Author/s:
Year of Publication:
Name of Journal/Publication:
Link: (if applicable)
Notes and relevant findings from
the literature:
Literature # 6
Title:
Author/s:
Year of Publication:
Name of Journal/Publication:
Link: (if applicable)
Notes and relevant findings from
the literature:
Literature # 7
Title:
Author/s:
Year of Publication:
Name of Journal/Publication:
Link: (if applicable)
Notes and relevant findings from
the literature:
Insert rows here if needed…
REMINDER: After filling in your classwork document (STEP THREE), upload your
classwork in your course folder and wait for your teacher’s feedback.
PART 2:
Unit 1 Summative Submission: Annotated Bibliography and MLA Citation Style
1. Ensure that you thoroughly fill in Steps 1-3 before completing the
Annotated Bibliography and MLA Citation Style.
2. To help you in completing the Annotated Bibliography and MLA Citation
Style, follow the format and outline below:
The Annotation should include the following:
1. In a sentence or two, summarize the main idea of the secondary source (what topics
are covered?); what is the overall gist of the source?
2. Assess/critique the secondary source; is it reliable? valid? biased?
vocabulary--easy/hard to understand?
3. Comment on the sources’ usefulness; was the source helpful? How can you use the
source in your research project? Has the source changed how you think about your
topic? Be as specific as you can (i.e. “The researcher plans on using this source to
support their first blueprint point on….”)
Example:
Doak, H.M. “Supernatural Soliciting in Shakespeare.” The Sewanee Review, 2013. Print.
Web Link
This article describes the different concepts of the supernatural and its role in literature.
It also explains its two methods of use in literature: the poetical method and the
dramatic method. Additionally, it uses the soothsayers in Shakespeare’s play
“Macbeth” as an example of the supernatural to emphasize that this concept truly has a
role in stories and novels. The researcher would say that this article is very reliable due
to its clear-cut, in-depth explanation of the subject. It uses direct examples from
literature to further the interpretation of the topic. The researcher believes that this read
would be a bit difficult for most people. However, the researcher found it was the
perfect reading style and difficulty. The researcher thoroughly enjoyed reading this
article and believes that it will be very helpful in writing about the supernatural’s effect
on Macbeth. All in all, the article aided the researcher in better understanding the main
subject of the research proposal, which will strengthen its overall structure.
Using MLA Citation Style, most citations should contain the following basic information:
● Author’s name
● Title of work
● Publication information
1. You can find the MLA format here:
● http://owl.english.purdue.edu/owl/resource/557/01/
2. Templates on course website
● www.mla.org
● www.workscited4u.com
Examples:
● Book
Byatt, A. S. Babel Tower. New York: Random House, 1996.
●
Article in a Magazine
Klein, Joe. “Dizzy Days.” The New Yorker 5 Oct. 1998: 40-45.
●
Web page
Poland, Dave. “The Hot Button.” Roughcut. 26 Oct. 1998. Turner Network Television. 28 Oct.
1998 <www.roughcut.com>.
●
A newspaper article
Tommasini, Anthony. “Master Teachers Whose Artistry Glows in Private.” New York Times 27
Oct. 1998: B2.
●
A source with no known author
“Cigarette Sales Fall 30% as California Tax Rises.” New York Times 14 Sept. 1999: A17.
● A TV interview
McGwire, Mark. Interview with Matt Lauer. The Today Show. NBC. WTHR, Indianapolis. 22
Oct. 1998.
●
A personal interview
Mellencamp, John. Personal interview. 27 Oct. 1998.
To help you in writing the annotated bibliography and MLA citation style,
follow the format and outline below.
1.
●
(MLA citation of first secondary source)
Annotation using the guidelines above.
2. (MLA citation of second secondary source)
● Annotation using the guidelines above.
3. (MLA citation of third secondary source)
● Annotation using the guidelines above.
4. (MLA citation of fourth secondary source)
● Annotation using guidelines above.
5. (MLA citation of fifth secondary source)
● Annotation using the guidelines above.
6. (MLA citation of sixth secondary source)
● Annotation using the guidelines above.
7. (MLA citation of seventh secondary source)
● Annotation using the guidelines above.
ENG4U Unit 1 Summative Rubric
Student Name:
Level 1: 50%-59%
Level 2: 60%-69%
Level 3: 70%-79%
Level 4: 80%-100%
Grade
Knowledge and Understanding: How well did you present your understanding and knowledge of the lessons by
designing your own thesis statement, research proposal steps 1-3 and writing the annotated bibliography and MLA
citation style?
Fails to present their
understanding and
knowledge of the
lessons with their
thesis statement,
research proposal
steps 1-3 through
distinctly planning the
contents and
information.
Presents basic
understanding and
knowledge of the
lessons with their
thesis statement,
research proposal
steps 1-3 by distinctly
planning the contents
and information.
Presents good
understanding and
knowledge of the
lessons with their
thesis statement,
research proposal
steps 1-3 by distinctly
planning the contents
and information.
Presents an excellent
understanding and
knowledge of the
lessons with their
thesis statement,
research proposal
steps 1-3 through
distinctly planning the
contents and
information.
There are many
and/or frequent
formatting errors in
writing the annotated
bibliography and MLA
There are some
formatting errors in
writing the annotated
bibliography and MLA
citation style.
There are a few
formatting errors in
writing the annotated
bibliography and MLA
citation style.
Citations are
formatted correctly
and consistently in
and writing the
annotated
citation style.
bibliography and MLA
citation style.
Thinking: How well did you demonstrate your critical thinking and creativity in developing a thesis statement and
choosing reliable sources?
Planning and
processing skills are
limited to gathering
information by
providing necessary
and unnecessary
information about
their study and
developing a thesis
statement.
Demonstrates some
planning and
processing skills
throughout their
research by providing
necessary
information about
their study and
developing a thesis
statement.
Demonstrates a
considerable amount
of planning and
processing skills
throughout their
research by providing
necessary and
well-thought-out
information about
their study and
developing a thesis
statement.
Demonstrates
excellent planning
and processing skills
throughout their
research by providing
necessary and
well-thought-out
information about
their study and
developing a thesis
statement.
Thinking is limited to
knowledge and
comprehension in
developing a thesis
statement and
choosing reliable
sources.
Demonstrates some
analytical thinking
and creativity in
developing a thesis
statement and
choosing reliable
sources which are
evident in steps 1-3 of
the research
proposal.
Demonstrates critical
thinking and
creativity in
developing a thesis
statement and
choosing reliable
sources which are
evident in steps 1-3
evident of the
research proposal.
Demonstrates
excellent critical
thinking and
creativity in
developing a thesis
statement and
choosing reliable
sources which are
evident in steps 1-3
evident of the
research proposal.
Communication: How well did you communicate your thesis statement, annotated bibliography and MLA citation style,
by using accurate grammar and a good range of vocabulary?
There is little to no
logical organization in
the thesis statement.
No identifiable thesis
statement
and sustained
support of evidence
in research steps 1-3.
There is some logical
organization in the
thesis statement,
occasionally
identifiable thesis
statement
and sustained
support of evidence
in research steps 1-3.
There is a
considerable logical
organization in the
thesis statement,
usually identifiable
thesis statement
and sustained
support of evidence
in research steps 1-3.
There is a clear
logical organization in
the thesis statement,
a successfully
identifiable thesis
statement
and sustained
support of evidence
in research steps 1-3.
All annotated
bibliographies and
MLA citation style
format are
incomplete (including
the evaluative
material
included in the
instructions), thought,
and/or writing
quality.
Some
annotated
bibliographies and
MLA citation style
format are
well written but
some are incomplete
(including the
evaluative
material
included in the
instructions),
thought, and /or
writing quality.
Most annotated
bibliographies and
MLA citation style
format are
thoughtful, complete
(including
the evaluative
material included in
the instructions),
and well-written.
All annotated
bibliographies and
MLA citation style
format are
thoughtful, complete
(including the
evaluative
material included
in the
instructions), and
well-written.
The range of
grammar and
vocabulary in the
research proposal is
poor. Excessive use of
inappropriate words
impedes
communication.
Limited range of
grammar and
vocabulary in the
research proposal.
Lexical limitations
may obscure
communication.
Shows control of a
sufficient range of
grammar and
vocabulary in the
research proposal.
Some circumlocutions
might be present but
they do not greatly
impede
communication.
Shows excellent
range and accurate
control of grammar
and words in the
research proposal.
The grammar and
words used are
appropriate and
formal enough.
Application: How well did you apply your knowledge and skills to conceptualize, design and present your thesis
statement, research steps 1-3 as well as the annotated bibliography and MLA citation style?
The thesis statement,
research steps 1-3 as
well as the annotated
bibliography and MLA
Attempts to develop
the thesis statement
and present answers
in research steps 1-3,
Has some success
developing the thesis
statement and
presenting answers in
Successfully
developed thesis
statement, clear
answers in research
citation style are not
clearly developed
and presented that
were delivered
through the use of
student’s
comprehension skills
and appropriate
conceptualization.
as well as that were
delivered through the
use of students’,
comprehension skills
and appropriate
conceptualization.
research steps 1-3, as
well as the annotated
bibliography and MLA
citation style that
were delivered
through the use of
student’s
comprehension skills
and appropriate
conceptualization.
Overall Percentage
steps 1-3 and the
annotated
bibliography and MLA
citation style were
delivered through the
use of the student’s
comprehension skills
and appropriate
conceptualization.
Teacher’s Comments
UNIT 2 Summative
Step Four: DESIGNING THE METHODOLOGY
Type of Assessment: Classwork
Purpose of Assessment: Assessment FOR Learning
Method of Assessment: Yes/No
At this point of your research, you should have imagined how you would get
the answers to your research questions. Answer the table below for assistance in
designing your research methodology.
Type of Data
(Encircle what type
of data you would
get from your
respondents)
Appropriated
Research Method
to obtain these
data
(Encircle)
Qualitative
Interviews
focus groups
Ethnographies
literature reviews
or
Quantitative
Surveys
Experiments
observations
Further explain
how you would
analyze your
data:
REMINDER: After filling in your classwork document (STEP FOUR), upload your
classwork in your course folder and wait for your teacher’s feedback.
Step Five: CITING YOUR SOURCES
Type of Assessment: Classwork
Purpose of Assessment: Assessment FOR Learning
Method of Assessment: Yes/No
Read through your research proposal and check your sources.
Properly list all sources using the MLA Citation Style.
Fill in the box below with your Works Cited Page.
REMINDER: After filling in your classwork document (STEP FIVE), upload your
classwork in your course folder and wait for your teacher’s feedback.
Step Six: CONSOLIDATION AND REVIEW
Put everything together in a separate Google or Microsoft document. Make
sure you comply with the following guidelines:
● Follow this outline for your final research paper:
●
●
●
●
●
Introduction
Thesis Statement or Statement of the Problem
Supporting Evidence of your research
Research Method and Justification
MLA Citation Page
● Times New Roman, 12, 1.5 spacing, 1” margins on all sides
● Your final copy will be in MLA format with the Works Cited Page.
Read through your proposal before submitting it to Paper for feedback. Use
the rubric provided by your teacher as a guide in editing and finalizing your
proposal.
Step Seven: SUBMIT TO PAPER AND GET FEEDBACK
Submit the research to Paper for review to get feedback from a live tutor.
Step Eight: APPLY FEEDBACK
Apply feedback from the Paper to your research. Submit the Paper
Feedback for additional marks.
Step Nine: SUBMIT
Submit your copy of the classwork document and your final research
proposal in your shared course folder.
Note to Paper Tutor
Hi Paper Tutor, we are studying “research.” Here it is important to note that the student
“follow the steps in completing a research proposal.”
The student learned the following “research topic, thesis statement, research problem,
literary review and sources, research methodology and MLA citation style.”
ENG4U Unit 2 Summative Rubric
Student Name:
Level 1: 50%-59%
Level 2: 60%-69%
Level 3: 70%-79%
Level 4: 80%-100%
Grade
Knowledge and Understanding: How well did you present your understanding and knowledge of the lessons by
designing your own research proposal?
Fails to present their
understanding and
knowledge of the
lessons with their
research proposals
through distinctly
planning the contents
and information.
Presents basic
understanding and
knowledge of the
lessons with their
research proposals
by distinctly planning
the contents and
information.
Presents good
understanding and
knowledge of the
lessons with their
research proposals
by distinctly planning
the contents and
information.
Presents an excellent
understanding and
knowledge of the
lessons with their
research proposals
through distinctly
planning the contents
and information.
Thinking: How well did you demonstrate your critical thinking and creativity when designing your own research
proposals?
Planning and
processing skills are
limited to gathering
information by
providing necessary
and unnecessary
information about
their study.
Demonstrates some
planning and
processing skills
throughout their
research by providing
necessary
information about
their study.
Demonstrates a
considerable amount
of planning and
processing skills
throughout their
research by providing
necessary and
well-thought-out
information about
their study.
Demonstrates
excellent planning
and processing skills
throughout their
research by providing
necessary and
well-thought-out
information about
their study.
Thinking is limited to
knowledge and
comprehension.
Demonstrates some
analytical thinking
and creativity which
are evident in some
parts of the research
proposal.
Demonstrates critical
thinking and
creativity which are
evident in the
research proposal.
Demonstrates
excellent critical
thinking and
creativity which are
evident in the whole
research proposal.
Communication: How well did you communicate your research, by using accurate grammar and a good range of
vocabulary?
Inappropriate use of
verbs and major
grammatical
mistakes were made
which cause
misunderstandings;
hence, the research is
misinterpreted.
Incorrect use of verbs
and other
grammatical
mistakes cause
misunderstandings
throughout the
research proposal.
Appropriate use of
verbs and few
grammatical
mistakes. The
research proposal
was clearly delivered
and the content can
be understood.
Excellent use of the
structures required
for the task, including
a good mastery of
grammar leads to a
better understanding
of the contents of the
research proposal.
The range of
vocabulary in the
research proposal is
poor. Excessive use of
inappropriate words
impedes
communication.
Limited range of
vocabulary in the
research proposal.
Lexical limitations
may obscure
communication.
Shows control of a
sufficient range of
vocabulary in the
research proposal.
Some circumlocutions
might be present, but
they do not greatly
impede
communication.
Shows excellent
range and accurate
control of words in
the research
proposal. The words
used are appropriate
and formal enough.
Application: How well did you apply your knowledge and skills to conceptualize, design and present your research
proposal?
Answers and the
research proposal
are not clearly
developed and
presented that were
Attempts to develop
and present answers
and the research
proposal that were
delivered through the
Has some success
developing and
presenting answers
and research that
were delivered
Clear answers and
research proposals
were delivered
through the use of
the student’s
delivered through the
use of the student’s
comprehension skills
and appropriate
conceptualization.
use of the student’s
comprehension skills
and appropriate
conceptualization.
Overall Percentage
through the use of
the student’s
comprehension skills
and appropriate
conceptualization.
comprehension skills
and appropriate
conceptualization.
Teacher’s Comments
Ontario Curriculum Expectations
B1.3
Identify the most important ideas and supporting details in texts,
including complex and challenging texts.
B1.4
make and explain inferences of increasing subtlety and insight about
texts, including complex and challenging texts, supporting their
explanations with well-chosen stated and implied ideas from the texts
C1.2
generate, expand, explore, and focus ideas for potential writing tasks,
using a variety of strategies and print, electronic, and other
resources, as appropriate.
C1.3
locate and select information to fully and effectively support ideas
for writing, using a variety of strategies and print, electronic, and
other resources, as appropriate.
C1.5
determine whether the ideas and information gathered are accurate
and complete, interesting, and effectively meet the requirements of
the writing task.
C3.7
produce pieces of published work to meet criteria identified by the
teacher, based on the curriculum expectations
D1.2
interpret media texts, including complex or challenging texts,
identifying and explaining with increasing insight the overt and
implied messages they convey.