ENG 4U – Independent Study Unit
Creating a Collection
Reading widely with eagerness and enthusiasm can give life new meaning and broaden horizons. This ISU
allows you to test this statement.
Through this independent study unit you select a literary genre (like comedy) and select literary works that are
examples of this genre. Alternatively, you may select a motif (like clocks or mac n’ cheese) as an organizing
principle.
Desired Skill Outcomes



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To become more familiar with the literature of your chosen motif or genre:
 Identify and analyze stylistic features
 Understand common inspiration and thematic approaches
 Consider commonalities of structure
To read widely in various literary structures:
 Short stories
 Novels and Novellas
 Plays
 Poetry
 Film
 Art
 Creative Non-fiction
 Essays (both personal and academic)
To conduct a seminar that demonstrates your:
 Ability to facilitate a conversation and ask questions
 Ability to answer questions and speak confidently
To respond to your chosen pieces of literature in a mature, academic, and professional manner:
 Use appropriate structural organization
 Understand and edit for standard, academic language
 Create a plan for completing all tasks within the time frame
 Communicate a personal interest and connection to the literature chosen.
You will select 5 pieces for your ISU, with at least one from each length category below.
 You will select no more than one of each structural genre.
 You may (but are not required to) consider using adaptations (ie. The book and film for Jane Eyre).
Long Length


Play
Novel
Seek Teacher
Guidance when
Choosing the
Following:




Epic Poem
Film
Novella
Memoir
Short Length






Short story
Narrative Poems (ie. Ballads), Sonnets,
Sestinas, Villanelle, and lengthy free verse
(more than 15 lines)
Personal essays, Editorials, and Feature
Articles
Creative non-fiction
Academic essays
Biography
“Itty-Bitty” Length






Haiku, Tanka, Free
Verse
News Articles
Artwork (sculpture,
painting, etc.)
Music (including
lyrics)
6 word memoirs
Micro narrative (ie. 25
word short story)
Please Note:
1. All selected works should be of “literary merit” and should not be works which you have previously studied. If you
are in doubt of the literary quality of a work you wish to choose, compare the level of writing with the works being
studied in your English class. If you remain unsure, please consult your teacher.
2. Do not hound or torment the public or school librarians to find resources (feel free to ask them patiently and nicely
once you have done some research). You will have to do some research and read author profiles to find the literary
works that you need. If you need some guidance, make an appointment with your teacher.
Your ISU will be completed in two parts: the Written Components and the Presentation Components.
Written Components
1. Preface
(Key Skills: Synthesis, Generating and Developing Ideas, Understanding of Style and Structure, Creative Writing,
Establishing a Distinctive and Clear Voice)
Write a preface to your anthology. The preface will include information gathered on the literature you have
chosen to read and research as well as your personal insights and connections to the type of literature. Students
often find that it is easiest to begin by considering why they chose their topic and literary works. (Length: 500650 words).
A preface of superior quality will include:
 A holistic introduction (what is important and interesting about your ISU focus?)
 Synthesis of stylistic and structural features of your chosen pieces (ie. What do they have in
common?) You must have links between your pieces-consider grouping pieces by qualities.
 The relevance of your literary study (why should the reader be engaged by your anthology?)
OR
2. Creative Writing
(Key Skills: Synthesis, Generating and Developing Ideas, Understanding of Style and Structure, Creative Writing,
Establishing a Distinctive and Clear Voice)
Choose ONE of the following options:
a. Choose one of your selections (not the one used for your essay) and pretend that you are the writer/creator
and write a letter to your agent/ a friend/ a lover revealing your personal insight into the piece. In order to
do this effectively, you will have to consider HOW the creator is using style and structure and WHY they
made that choice. To complete this well, you must do research on the creator to determine the influences
that inspired him/her to write. Use MLA format to document your research (Length: 750 words).
b. Using historical references, write an opinion paper regarding the impact of historical events upon the
development of the type of literature you are studying – be sure to include references to both fact and
fiction. (Length: 750 words).
c. Using your understanding of the common stylistic and structural features (developed for the preface),
create your own original piece in the style of your genre. This may take the form of any structural genre
(ie. poem, short story, editorial, etc.). The length of your piece MUST be discussed with your teacher; all
original pieces must be accompanied with 5-7 annotations which explain your intention and the
connections you are making to the style of your ISU topic.
A creative piece of superior quality will include:
 An original and interesting tone.
 A strong sense of the overall implications and structures of your anthology and chosen area of study.
 Appropriate formatting for the task (ie. citation, annotation, etc.)
 Clear indication of planning and editing – you have a sense of purpose and you are fulfilling that
purpose.
3. Brief Introductions
(Key Skills: Research and citation, Understanding of literary history, Understanding of Style and Structure)
Write brief introductions to each of the anthology selections. You will include information about the
author/creator (and their place in literary or cultural history); you will also include some description of what is
interesting about the piece (ie. stylistic innovation, theme(s), structure, etc.). (Length: 3-5 sentences for each
introduction, absolutely NO MORE than 100 words).
Introductions of superior quality will include:
 Interesting and personally relevant observations.
 Researched and cited (MLA format) facts about the author and the piece.
 Clear and succinct writing.
4. Formal Essay
(Key Skills: Understanding of Style and Structure, Organization of Ideas, Understanding of Formal Formatting (including
citation), Clarity and Argumentation)
Choose ONE of the following options to discuss one written selection from your anthology:
a. Trace a recurring symbol/motif throughout your chosen text. You will create an argument about the
connection between the symbol/motif and the piece’s theme or message. For example: Within her novel,
Away, Jane Urquhart makes use of water symbolically to demonstrate the importance of freedom and
change to human growth.
b. Analyze the piece’s style and structure. You will create an argument about the connection between how
the author writes (style and structure) and plot development. For example: Within Kite Runner, Khaled
Hosseini makes use of non-linear plot structure and imagery to create suspense and a strong emotional
impact on the reader.
c. Using one of the critical lenses studied within the short pieces unit, analyze your text. You will create an
argument which defines the social relevance of your text. For example: Within Charles Dickens’ Tale of
Two Cities, the reader is confronted by consummate unfairness of class systems and is challenged to see
the more heroic nature of the underclass.
Use MLA format to document your essay (Length: 750 -900 words, no more than 4 pages).
An essay of superior quality will include:
 Effective organization.
 A clearly understood argument. It tells the reader what will be discussed within the first two
paragraphs.
 Use of evidence which is well-chosen and well-placed.
 A natural fluency of ideas, the writer moves logically and directly to prove their argument.
 Mastery of writing conventions and citation format.
Your Written Components will be turned in as a well-organized collection and will
include your preface/creative piece, your essay and the introductions to each of the pieces
you have selected. You are encouraged to think about the order your writing and your
selections should appear in.
Presentation Components
1. Seminar
(Key Skills: Understanding and Demonstration of Listening and Speaking Skills, Organization of Ideas, Ability to Ask and
Answer Rich Questions, Making Connections Between Your Personal Research and Class Ideas, Clarity and Argumentation,
Use of a Multi-Media tool to Organize your Presentations – Prezi, PowerPoint, Smart Notebook, etc.)
Conduct a seminar during class which connects a key idea from your ISU with the unit of study. You are
encouraged to think outside of the box about this connection. You will include a brief introduction to your
connection; for at least 12-15 minutes, you will facilitate a conversation with your classmates regarding the
current unit of study and the key idea from your ISU. You must organize your seminar visually through multimedia tools such as Prezi, PowerPoint, Smart Notebook. (Length: 17- 20 minutes, absolutely NO MORE than
20 minutes).
Seminars of superior quality will include:
 Effective organization
 Well designed and clear questions (write more than you think you will need)
 References and quotations from both your ISU pieces and the unit of study
 Audience Engagement (rephrasing questions, challenging people’s thinking, giving real world examples
to ground your argument)
2.
Participation in Classmates’ Seminars
(Key Skills: Understanding and Demonstration of Listening and Speaking Skills, Organization of Ideas, Ability to Ask and
Answer Rich Questions, Using Clear and Specific Examples, )
Participate in the seminars presented by your classmates. You will make statements and ask questions that
FURTHER the discussion. You are encouraged to think about the quality of your commentary rather than aiming
for a particular number of speech acts. You will receive feedback regarding your participation as the semester
progresses, if you are concerned, you are encouraged to speak with your teacher.
Commentary of superior quality will include:
 Examples and references
 Relevance to the conversation at hand
 Speaking and listening skills, such as clarity, rephrasing, intonation, etc.)
A few words of wisdom…
Managing your time and meeting deadlines for this project is crucial. While the length suggestions may
seem low, you will need to invest time in reading and analysis, as well as planning your seminar, writing
and editing. One of the best ways to ensure a stellar grade is to realize that you will work on this project
in small doses for months.
Please pay careful consideration to the timeline attached to this document.
Late Guidelines
This assignment will be considered a major task, thus the following school policies apply:
 ISUs will only be accepted at the beginning of class. Assignments submitted at the end of class
or the end of the school day will receive a late penalty.
 A 5% deduction will be applied for each late school day. (Up to 3 days)
 After 3 days, your ISU will no longer be accepted late. You will arrange, in consultation with
your teacher and your parent/guardian, for an alternative demonstration of the ISU skills. This
alternative demonstration can receive no higher than a 50% (ie. An alternative assignment
scoring 80%, would result in an ISU mark of 40%).
Independent Study Unit- Written Components
Essay Rubric
Criteria
Knowledge and
Understanding
Level 4
Level 3
Level 2
Level 1
Student demonstrates a
strong understanding of
selected topic, text and
literary conventions.
Student demonstrates a
solid understanding of
selected topic, text and
literary conventions.
Student demonstrates
some understanding of
selected topic, text and
literary conventions.
Thinking
Student uses highly
effective analysis and
argumentative skills and
incorporates strong and
relevant evidence.
Student uses solid
analysis and
argumentative skills
and incorporates
relevant evidence.
Student uses somewhat
effective analysis and
argumentative skills
and incorporates some
relevant evidence.
Student demonstrates a
limited understanding
of selected topic, text
and literary
conventions.
Student struggles to use
effective analysis and
argumentative skills
and incorporates limited
relevant evidence.
Communication
Student shows extensive
command of the essay
form including a clear and
engaging thesis or
controlling ideas; highly
effective organization;
strong conclusion.
Shows solid command
of the essay form
including clear thesis
and controlling idea;
organization;
conclusion.
Shows some command
of the essay form
including thesis or
controlling idea;
organization;
conclusion.
Shows limited
command of the essay
form including thesis or
controlling idea;
organization;
conclusion.
Student formats essay
with a solid degree of
effectiveness (MLA).
Student formats essay
with some effectiveness
(MLA).
Student formats essay
with limited
effectiveness (MLA).
Student makes solid
connections between
topic and chosen text.
Student makes some
connections between
topic and chosen text.
Student makes limited
connections between
topic.
Student formats essay
with a high degree of
effectiveness (MLA).
Application
Student makes engaging
connections between
topic and chosen text with
a high degree of
effectiveness.
Grade:
%
Creative Writing/Preface Rubric
Criteria
Knowledge and
Understanding
Level 4
Level 3
Level 2
Level 1
Student demonstrates a
strong understanding of
applicable literary form,
style and history.
Student demonstrates a
solid understanding of
applicable literary form,
style and history.
Student demonstrates
some understanding of
applicable literary form,
style and history.
Student demonstrates a
limited understanding
of applicable literary
form, style and history.
Thinking
Student writes in a highly
thoughtful, creative
manner.
Student writes in a
thoughtful, creative
manner.
Student writes in a
somewhat thoughtful,
creative manner.
Student struggles to
write in a thoughtful,
creative manner.
Communication
Student shows extensive
command of chosen
written form and has
edited for both style and
clarity. Consistently
demonstrates a distinct
voice
Student shows solid
command of chosen
written form and has
edited for both style and
clarity. Often
demonstrates a distinct
voice.
Student shows some
command of chosen
written form and has
done some editing for
both style and clarity.
Some demonstration of
a distinct voice.
Student shows limited
command of chosen
written form and
struggled to edit for
both style and clarity.
Rarely demonstrates a
distinct voice.
Student formats chosen
task with a high degree of
effectiveness (MLA)
Student formats chosen
task with a solid degree
of effectiveness (MLA)
Student formats chosen
task with some
effectiveness (MLA)
Student formats chosen
task with limited
effectiveness (MLA)
Application
Student makes engaging
connections between
written piece and chosen
text or topic with a high
degree of effectiveness.
Grade:
Student makes solid
connections between
written piece and
chosen text or topic.
Student makes some
connections between
written piece and
chosen text or topic.
Student makes limited
connections between
written piece and
chosen text or topic.
%
Introductions Rubric
Criteria
Knowledge and
Understanding
Thinking
Communication
Level 4
Level 3
Level 2
Level 1
Student demonstrates a
strong understanding of
applicable literary form,
content, style and history.
Student makes use of
some terminology,
effectively identifying
features of the text they
are introducing.
Student identifies a few
features of the written
piece’s style and
history.
Student makes use of
limited terminology
concerning literary form,
content, style and
history.
The student has a clear
sense of how each written
piece exemplifies the
motif or genre guiding
their collection.
Student writes in a highly
thoughtful, engaging
manner and demonstrates
a strong ability to
synthesize information
about the historical and
literary placement of each
text.
Student is able to write
clearly and succinctly.
They communicate the
importance and essence
of each written piece
within their short
introduction.
Student formats chosen
task with a high degree of
effectiveness (MLA).
Application
Grade:
Student has considered
what readers of their
collection should value
about each written piece.
Their introductions are
both inter-connected and
engaging to the reader.
Student has effectively
synthesized the
narrative of each
written piece.
The student may
consider how they
might explain their
thinking with examples
or evidence.
Student has identified
key ideas presented
within each written
piece.
Student shows solid
written communication
skills. And while they
may have struggled to
be succinct, they have
edited for clarity.
Student may benefit
from reflecting on the
connections which are
present between texts.
Student has produced
introductions which are
brief. Their ideas are
communicated with
limited interruptions in
clarity.
Student formats chosen
task with a solid degree
of effectiveness (MLA).
Student formats chosen
task with some
effectiveness (MLA).
Student makes solid
personal observations
of text.
Student has personal
observations of each of
their texts – these are
often defined by the
‘entertainment value’ of
the written piece.
Student has identified a
few features of each text.
They are encouraged to
think more broadly
about what their written
pieces add to their
collection as a whole.
Student shows limited
command of the brief
introduction format and
struggled to edit for
clarity.
Student formats chosen
task with limited
effectiveness (MLA).
Student makes limited
personal observations of
text.
%
Essay: __________% = Score: _________/85
Preface/ Creative Writing: _______% = Score: _________/65
Introductions: __________% = Score _________/30
Overall Organization and Presentation of Anthology/Collection = _______/20
Total:
/200
Independent Study Unit- Presentation Component
One of the key skills for both ENG 4U and post-secondary students is leading a dynamic discussion.
You will be connecting a key idea revealed by your ISU with one of the core units of the course.
Guidelines
Seminars will be between 17 and 20 minutes in length and your focus should be on leading a
discussion amongst your classmates, thus you will “present” for roughly 5-7 minutes of that time.
Sample Topics:
1. Love Stories between Opposites repeat throughout literature. Why?
2. A Feminist Comparative Examination of ISU pieces, popular culture and a core course text.
3. Water as a Motif Throughout Literature
Seminar Rubric
Criteria
Knowledge and
Understanding
Thinking
Communication
Application
Level 4
Student demonstrates a
strong understanding
of all applicable
literary devices,
critical theory, and
elements of fiction.
Use of terminology is
natural.
Student uses highly
effective analysis and
incorporates strong
and relevant evidence.
Student appears
comfortable within the
seminar format and
speaks to their
classmates in an
engaging manner.
Student is genuinely
leading a discussion
through questioning/
reflection and is
actively seeking the
opinions of their
classmates.
They may also be
conscious of including
as many members of
their class as possible.
Level 3
Student is using
literary language
correctly
Level 2
Student uses limited
course terminology.
Level 1
Student incorrectly
uses terminology or
fails to use
meaningful language
to discussion literary
works.
Student presents
Student tends
research and uses
towards summary,
predictable evidence. rather than analysis
of their pieces.
Limited evidence is
provided.
Student presentation Student speaks
skills are nervous,
informally or
but professional
uncomfortably
Evidence provided is
awkward or
misinterpreted.
Analysis is limited.
Student spends a
great deal of time
presenting their own
ideas. Limited
questioning of
seminar participants.
Student has asked
limited questions.
Student has asked
questions that have
“only right answers”
and seems
uncomfortable
managing a
discussion.
Student’s seminar
would be improved
by incorporating
listening and
speaking strategies.
Seminar Participation Rubric
Knowledge and
Understanding
Thinking
Application
Communication
Level 4
Student demonstrates
a strong
understanding of the
plot, characters and
author’s style
through their
discussion.
Student is also
making connections
between their
interpretation of the
book and other
sources.
Student is able to
synthesize their
classmate’s ideas and
actively add to the
conversation with
their own thoughts.
Student can provide
specific examples to
elaborate on their
ideas. These
examples are drawn
from various sources.
Student extends and
supports the
conversation.
Student is attentive to
their verbal and
nonverbal
communication
during the seminars.
This results in their
promoting and
supporting the
conversation.
Level 3
Student’s
conversation
indicates that they
understand the plot
of the story and
have a firm sense of
character
motivation.
Student provides
general examples
and connections
which support their
understanding.
Level 2
Student
demonstrates
comprehension of
their book, however,
gaps presented in
their conversation
indicate that they
have analyzed
Student’s discussion
reveals an
understanding of
their classmate’s
topic, but they
would benefit from
Student may need to making further
be prompted to use
connections to texts
examples and
and culture.
connections.
Level 1
Student’s
participation in their
book talk indicates
that they are
missing key aspects
of the text.
Student can
articulate examples
from the course text
and makes
references which are
suitable and
specific.
Student makes
connections
between their
thinking and general
information from
the course text.
Student makes
connections which
are enhanced by
limited evidence.
Student participates
in the seminars,
frequently making
efforts to question
and summarize to
support their
classmates’
conversation.
Student responds to
their classmates’
discussion points.
Their strongest
answers are shared
when they take the
opportunity to speak
first.
Student can respond
to prompting and
questioning, though
they struggle to
engage in a
balanced discussion.
With guidance and
questioning, student
is able to use
general statements
and summarize their
classmates’
thinking.
Date
Timeline for ENG 12U Independent Study
Semester One
Written Component
Presentation
Component
Students will submit their ISU topic proposal
September 13, 2013 sheet. This must be dated and signed.
Teachers will keep a copy, thus all changes
MUST be approved prior to final submission.
October 16, 2013
*Please note: This stage
seems easy, it is in fact
quite time consuming. Be
careful!
October 30, 2013
Students will
brainstorm and
conference with
their teacher about
an appropriate
connection between
their ISU and the
course.
Students will submit their Third ISU topic
proposal sheet again. They must have chosen
all of the literature for their anthology. They
must have photocopies in their possession and
must submit a WORKS CITED.
On October 1,
2013 students
will sign up for
their ISU
seminar. They
Editing Deadline: Student may submit their
Brief Introductions (for each of their pieces) to will submit their
receive suggestions and feedback at this
Second Proposal
deadline
at this time.
1st Editing Deadline
November 6, 2013. 2nd Editing Deadline
November 22, 2013. 3rd Editing Deadline
Students are encouraged
to use the editing
deadlines to spread the
considerable work of
this ISU throughout the
semester. When the
student meets an editing
deadline, they receive
feedback and
suggestions for
improving their piece.
Seminars will be
spread out
through the
Literature Circle,
Novel Study, and
Shakespeare Unit
December 10, 2013. Students will submit their completed ISU
collection for evaluation.
Please refer to Late Guidelines (found on the final page of the ISU Assignment, as well as on the school
website). ISUs turned in more than three days late will not be accepted for evaluation.